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TY uniform
Created : 22 Aug 2020, 9:38 AM
Archived : 22 Oct 2020, 12:00 AM
To facilitate TY students changing their uniform during the week , they can use their grey/ black school uniform on alternate days with the PE uniform. This should still be in good condition given its limited use in 3rd year last year due to the school closure . Also , another option is that MaryFM fashions is providing reductions on the Hoodie and T shirt !
Guidance re Changes in Assessment for 220/21 for DES State Examinations
Created : 22 Aug 2020, 9:29 AM
Archived : 22 Oct 2020, 12:00 AM
Assessment Arrangements For Junior Cycle and Leaving Certificate Examinations 2021 20 Introduction 21 Overall, the changes can be viewed as reflecting and recognising a loss of learning time in the 2019/20 school year in a fair manner, with some contingency for future learning loss that may occur during the 2020/21 school year also built in. They provide clarity, certainty and reassurance to students, their parents/guardians, teachers and schools in advance of the start of the 2020/2021 school year. The document details the adjusted assessment arrangements for every subject/ module descriptor in the Leaving Certificate Established, Leaving Certificate Applied, Leaving Certificate Vocational Programme and Junior Cycle programmes. When you click on the relevant subject title, you will be brought to the page detailing the particular arrangements for that subject. This document sets out the adjusted assessment arrangements for post- primary students taking certificate examinations in the 2020/21 school year. These arrangements are designed to take account of the disrupted learning experienced by students during the 2019/20 school year. The adjustments have been arrived at through discussions between the Department of Education and Skills (DES), the State Examinations Commission (SEC) and the National Council for Curriculum and Assessment (NCCA) and key stakeholders. As schools have significant autonomy in determining how to sequence and pace learning for students in their schools, no centrally prescribed adjustment of the curriculum and courses of study would be effective for students taking the certificate examinations in 2021. Consequently, the most appropriate way to reflect and take account of the challenges for students that have occurred in 2019/20 and may occur in 2020/21 is to incorporate adjustments to the certificate examinations in 2021. As the loss of learning through school closures will have affected students’ engagement with their course of study in different ways, the adjustments put in place will play to student strengths by leaving intact the familiar overall structure of the examinations, while incorporating additional choice. In some cases, the adjustment measures will provide more time for tuition by, for example, reducing preparatory work for practical examinations. In addition, briefs for coursework will be issued at least a month earlier in the school year to provide certainty for students. Changes to the national assessment arrangements have been made with due regard for the principles of equity, fairness and integrity as these principles apply to assessment and examinations and refer to student- to-student, subject-to-subject, and year-to-year comparisons. ASSESSMENT ARRANGEMENTS 2021 -2 - Senior Cycle Accounting Agricultural Science Ancient Greek Applied Maths Arabic Art (including Craft) Biology Business Chemistry SENIOR CYCLE For the Leaving Certificate Established examinations, there will be no change to the length of the written examinations. For subjects where the SEC issues project briefs during the 2020/21 school year, the intention is to generally issue these at least four weeks earlier than normal. Subjects with course work completion dates typically late in the school year, will be asked to submit this coursework two weeks earlier than normal as a contingency measure. In this context, teachers are encouraged to plan and undertake these projects as early as possible in the programme of study. The adjusted assessment arrangements to the LCA programme and LCVP are accessed by clicking the programme title on the right. Classical Studies Computer Science Construction Studies Design and Communications Graphics Economics Engineering English French Geography German Hebrew Studies History Home Economics Social and Scientific Irish Italian Japanese Latin Mathematics Music Physics & Chemistry Physical Education Physics Politics and Society Religious Education Russian Spanish Technology SPHE RESOURCES Non-Curricular Languages -3 - Leaving Certificate Applied Programme Leaving Certificate Vocational Programme Junior Cycle JUNIOR CYCLE With regard to Junior Cycle, the National Council for Curriculum and Assessment (NCCA) has published the revised arrangements for Classroom-Based Assessments for students entering third year in 2020, and these are available here: CBA revised arrangements for cohort of third-year students 2020/21. The number of CBAs to be completed by these students has been reduced and each student must complete only one CBA in each subject and short course. The dates for the completion of CBA1 for that cohort has been extended into the new school year. Students taking the junior cycle final examinations in 2021 will not be required to complete Assessment Tasks for the relevant subjects. The grade descriptor awarded for these subjects will be based on the examination paper only. Specific arrangements have been put in place for Music, Art and Home Economics and are detailed in the relevant section. Adjustments have been made to the examination components of the following Junior Certificate subjects: • Ancient Greek • Classical Studies • Jewish Studies • Latin • Religious Education • Technologies: Technology, Technical Graphics, Materials Technology - Wood and Metalwork Ancient Greek Visual Art Business Studies Classical Studies English French German Geography History Home Economics Irish Italian Jewish Studies Latin Mathematics Metalwork Mat. Tech. Wood Music Religious Education Science Spanish Technical Graphics Technology ASSESSMENT ARRANGEMENTS 2021 -4 - HOME Higher & Ordinary ACCOUNTING WRITTEN EXAMINATION An additional alternative Q1 will be provided (Sole/Company/Manufacturing) to provide choice. No adjustment. Q. 5 will be on Interpretation of Accounts No adjustment. 2021 ADJUSTMENTS WRITTEN EXAMINATION Section 1 – Financial Accounting Q1 – 120 marks Q2, Q3, Q4 – answer any two Section 2 – Financial Accounting Section 3 – Management Accounting ASSESSMENT ARRANGEMENTS 2021 -5 - Higher & Ordinary COURSEWORK WRITTEN EXAMINATION • Total marks for the written paper is 300 marks. • Paper is 2.5 hours in duration at both levels. • The sample paper to be published in Autumn 2020 will be designed to exemplify the structure of examination papers from 2022 onward. It will contain 2 sections A and B. » Section A will be a series of unrelated short questions (10 questions at 10 marks each) some of which will be structured, some synoptic and some a mixture of both. Some internal choice on two questions. » Section B will comprise long questions (five questions to answer four at 50 marks each), with structured, synoptic and a mixture of both question types. COURSEWORK No adjustment. WRITTEN EXAMINATION • No adjustment. • No adjustment. » Section A – an increase in choice with 12 questions provided and 10 to be answered. In addition, there will be some internal choice through internal optionality in four questions. » Section B – there will be an increased choice with six questions provided to answer four questions, with internal optionality in two questions. HOME AGRICULTURAL SCIENCE 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 -6 - Higher WRITTEN EXAMINATION Total of four questions • Question 1 • Question 2 • Question 3 Prescribed Text* (see below) Answer Part A (i) Translate from Greek and (ii) Answer any three questions from a total of five questions or Part B (i) Translate from Greek and (ii) Answer any three questions from a total of five questions • Question 4 Answer three questions (on history, art and architecture, and literature). One from section A (total of four questions). One from section B (total of four questions). And one from either section. *Prescribed Text The Joint Association of Classical Teachers’ Greek Course: The Intellectual Revolution (published by Cambridge University Press, 2nd edition 2015): Part III Plato, Pages 131 – 151 inclusive. (Selections in Greek and in translation, from Plato’s Apology and Phaedo) or The Joint Association of Classical Teachers’ Greek Course: A World of Heroes (published by Cambridge University Press, 2nd edition 2015): Part I Homer, Pages 6 – 53 inclusive. (Selections in Greek and in translation, from Homers’ Iliad, Book XXII.) ASSESSMENT ARRANGEMENTS 2021 -7 - WRITTEN EXAMINATION • No adjustment • No adjustment • 3 A (i) and 3 B (i) Reduce the amount of prescribed text to be studied ** (see below) 3 A (ii) Increased internal choice: Answer any three from a total of seven questions 3 B (ii) Increased internal choice: Answer any three from a total of seven questions • Answer any three from a list of eight questions. (The necessity to answer from both section A and section B is removed.) The eight questions will cover the same range of topics (on history, art and architecture, and literature) as in previous years. **Reduced Prescribed Text The Joint Association of Classical Teachers’ Greek Course: The Intellectual Revolution (published by Cambridge University Press, 2nd edition 2015): Part III Plato, Pages 131 – 146 (up to the end of Section 25) inclusive. (Selections in Greek and in translation, from Plato’s Apology) or The Joint Association of Classical Teachers’ Greek Course: A World of Heroes (published by Cambridge University Press, 2nd edition 2015): Part I Homer, Pages 6 – 46 (up to line 404, the end of Section 16) inclusive. (Selections in Greek and in translation, from Homers’ Iliad, Book XXII.) ANCIENT GREEK HOME 2021 ADJUSTMENTS ANCIENT GREEK HOME 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION Total of three questions • Question 1 • Question 2 Prescribed Text* (see below) Answer Part (i) Translate from Greek and Part (ii) Answer any four questions from a total of six questions. • Question 3 Answer three questions (on history, art and architecture, and literature). One from section A (total of four questions). One from section B (total of four questions). And one from either section. *Prescribed Text The Joint Association of Classical Teachers’ Greek Course: Reading Greek — Text and Vocabulary (published by Cambridge University Press, 2nd edition 2007), Sections Fifteen to Twenty (inclusive). WRITTEN EXAMINATION ASSESSMENT ARRANGEMENTS 2021 -8 - • • • No adjustment. 2 (i) Reduce the amount of prescribed text to be known** (see below) 2 (ii) Increase internal choice: Answer any four from a total of eight questions. Answer any three from a list of eight questions. (The necessity to answer from both section A and section B is removed.) The eight questions will cover the same range of topics (on history, art and architecture, and literature) as in previous years. **Reduced Prescribed Text The Joint Association of Classical Teachers’ Greek Course: Reading Greek — Text and Vocabulary (published by Cambridge University Press, 2nd edition 2007), Sections Fifteen to Nineteen (inclusive). HOME 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION APPLIED MATHS WRITTEN EXAMINATION No adjustment. This examination already has a very wide degree of choice. ASSESSMENT ARRANGEMENTS 2021 -9 - HOME 2021 ADJUSTMENTS Higher & Ordinary ARABIC READING COMPREHENSION LITERATURE Candidates must answer both of the questions set in any two of the following three areas: • The Koran (35 marks x 2) • Classical Arabic verse (35 marks x 2) • Modern Arabic prose (35 marks x 2) In total candidates answer four questions in the Literature section of the paper. LANGUAGE USE/GRAMMAR CONTINUOUS WRITING/COMPOSITION READING COMPREHENSION No adjustment. LITERATURE An increase in the level of choice will be made available to candidates. This will be achieved by: Including one extra question in each of the following areas: The Koran (35 marks x 3) • Classical Arabic verse (35 marks x 3) • Modern Arabic prose (35 marks x 3) Candidates will be required to answer any four of the nine questions provided. LANGUAGE USE/GRAMMAR No adjustment. CONTINUOUS WRITING/COMPOSITION No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 10 - ART (INCLUDING CRAFT) HOME 2021 ADJUSTMENTS Higher & Ordinary COURSEWORK Based on a brief issued by the SEC, each candidate must research, develop and execute two artefacts during a coursework period. INVIGILATED PRACTICAL EXAMINATION Invigilated exam in which candidates make two drawings of a model in two different set poses. WRITTEN EXAMINATION Three sections – • Irish Art • European Art (1,000 AD – Present), • Appreciation of Art Answer one question from each section. COURSEWORK Each candidate will research, develop and execute one artefact during the same length of coursework period as normal. Brief will issue earlier with a closing date of mid-March INVIGILATED PRACTICAL EXAMINATION This component will not be assessed in 2021. The marks associated with this component will not be reallocated and Art will be marked and graded using the other components based on their normal mark allocations. WRITTEN EXAMINATION Three sections – • Irish Art • European Art (1,000 AD – Present), • Appreciation of Art Answer three questions in total: one question from any two sections and a third from any of the three sections. ASSESSMENT ARRANGEMENTS 2021 - 11 - HOME BIOLOGY 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Paper divided into three sections; A, B and C. Total mark for the paper is 400 marks. Paper 3 hours in duration at both levels. Section A – short questions (Q1 to Q6) – five questions to answer from six. Section B – Mandatory practical questions (Question 7 to Question 9) – two questions to answer from three. (Course has 22 mandatory activities). Section C – Long questions (Q10 to Q15) – four questions to do from six. Two of the long questions have internal choice, answer two of three parts. Questions are awarded 60 marks each. WRITTEN EXAMINATION Increased choice will be provided by provision of additional questions. Section A will comprise Questions 1 to 7 (previously 1 to 6). Section B Questions 8 to 10 (previously 7 to 9) and Section C Questions 11 to 17 (previously 10 to 15). Section A – an additional short question will be included – Question 1, 2, 3, 4, 5, 6 and 7. Candidates will answer any five of seven questions. Section B – each of the three questions will be aligned with a specific learning unit or part of a unit: • Question 8 will assess activities from Unit 1, sub-unit 2.1 and 2.5 – total of 8 practicals. • Question 9 will assess activities from sub- unit 2.2. – total of 7 practicals (1 Higher Level only). • Question 10 will assess activities from Unit 3 – total of 7 practicals. Section C – Increase choice by the inclusion of additional questions: • An extra full long question will be introduced i.e. as well as Q13 there will be a similarly structured Q14. • An additional part (d) will be added to both of the following questions Q16 and Q17 (formerly Q14 and Q15). In each of these two questions candidates will have a choice of four parts to answer any two. ASSESSMENT ARRANGEMENTS 2021 - 12 - Higher HOME BUSINESS 2021 ADJUSTMENTS WRITTEN EXAMINATION Section 1 - Short Questions Answer eight from 10 questions. Section 2 - ABQ (3, 4, 5), Units 3, 4, 5 Section 3 - Long Questions Four questions to be answered. One question to be answered from Part 1, two from Part 2, and the 4th question from either Part 1 or 2. WRITTEN EXAMINATION Answer eight from 12 questions. No adjustment. However, in light of the choice introduced within the examination the SEC will be cognisant of the word count of the ABQ. Part 1 and Part 2 – increased choice with four questions in each (i.e. one additional question in part 1). Candidates must answer one question from Part 1 and one question from Part 2 and any other two questions. ASSESSMENT ARRANGEMENTS 2021 - 13 - Ordinary HOME BUSINESS 2021 ADJUSTMENTS WRITTEN EXAMINATION Section 1 - Short Questions Answer 10 from 15. Section 2 - Long Questions One question to be answered from Part 1 and two from Part 2, and the 4th question from either Part 1 or 2. WRITTEN EXAMINATION No adjustment. Part 1 and Part 2 – increased choice with four questions in each (i.e. one additional question in part 1). Candidates must answer one question from Part 1 and one question from Part 2 and any other two questions. ASSESSMENT ARRANGEMENTS 2021 - 14 - HOME CHEMISTRY 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Answer eight questions in all; these must include at least two questions from Section A. Q4(k) and Q11(c) are based on the Options. WRITTEN EXAMINATION Answer any eight questions. The Options will not be examined in 2021 and therefore Q4(k) and Q11(c) will be based on the Core syllabus. ASSESSMENT ARRANGEMENTS 2021 - 15 - HOME CLASSICAL STUDIES 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION The examination paper is divided into three Groups. Broadly speaking, the first Group is historical, the second literary and the third art/ architecture (with philosophy). Each Group comprises a number of Topics. Each Topic has four questions. Candidates must select four Topics. They must select one Topic from each Group and they can choose their fourth Topic from any Group. Candidates select their questions as follows: two questions from two of their chosen Topics and one question from each of the remaining two Topics. WRITTEN EXAMINATION Candidates must answer one question from a Topic in each of the three Groups. They can then select their remaining three questions from any Topic, up to a maximum of three questions from any one Topic. ASSESSMENT ARRANGEMENTS 2021 - 16 - Higher COURSEWORK: COMMON LEVEL Completed over ten weeks,, commencing in January, to create a computational artefact and 2500-word report. The coursework is based on Strand 3 of the curriculum specification, with any or all of the four Applied Learning Tasks being assessed. In 2020 the computational artefact had three basic features and four advanced features. COURSEWORK: COMMON LEVEL • Increase the time period to complete the project to 12 weeks. The brief will be released earlier with a closing date of Friday, March 12th. • Teachers will be informed which two of the four Applied Learning Tasks (ALTs) will be the primary focus of the coursework for 2021. This will allow teachers to focus primarily on these two ALTs between September and the release of the coursework brief in December. Candidates would still be permitted to use the skills they have acquired from the remaining two ALTs, if they have been studied, but could adequately complete the coursework project if they have only completed the two listed ALTs. • The computational artefact will have three basic features (unchanged) and three advanced features (reduction of one). WRITTEN EXAMINATION The time and number of questions on the examination paper will remain unchanged, however, an element of choice will be introduced. Candidates will be given the following choice: Section A – complete 9 of 12 short questions Section B – complete 2 of 3 long questions Section C – there will only be 2 parts to the question, rather than 3 that appeared in the sample paper. Part (b) will be an open-ended question with candidates enabled to design their own solution to a programming task. Python is the only programming language to be assessed in the examination. HOME COMPUTER SCIENCE 2021 ADJUSTMENTS WRITTEN EXAMINATION Section A – complete all 12 short questions Section B – complete all 3 long questions Section C – complete 1 programming question Javascript, HTML and Python programming languages are assessed. ASSESSMENT ARRANGEMENTS 2021 - 17 - HOME COMPUTER SCIENCE 2021 ADJUSTMENTS Ordinary COURSEWORK: COMMON LEVEL COURSEWORK: COMMON LEVEL Completed over 10 weeks, commencing in • January, to create a computational artefact and 2500-word report. The coursework is based on Strand 3 of the curriculum specification, with any or all of the four Applied Learning Tasks • being assessed. In 2020 the computational artefact had 3 basic features and four advanced features. Increase the time period to complete the project to 12 weeks. The brief will be released earlier with a closing date of Friday, March 12th. Teachers will be informed which two of the four Applied Learning Tasks (ALTs) will be the primary focus of the coursework for 2021. This will allow teachers to focus primarily on these two ALTs between September and the release of the coursework brief in December. Candidates would still be permitted to use the skills they have acquired from the remaining two ALTs, if they have been studied, but could adequately complete the coursework project if they have only completed the two listed ALTs. WRITTEN EXAMINATION Section A – complete all 12 short questions Section B – complete all 3 long questions Section C – complete 1 programming question Javascript, HTML and Python programming languages are assessed. • The computational artefact will have three basic features (unchanged) and three advanced features (reduction of one). WRITTEN EXAMINATION Section A – complete 9 of 12 short questions Section B – complete 2 of 3 long questions Section C – there will only be 2 parts to the question, rather than 3 that appeared in the sample paper. Python is the only programming language to be assessed in the examination. ASSESSMENT ARRANGEMENTS 2021 - 18 - Higher WRITTEN EXAMINATION Candidates must answer Question 1 (compul- sory) (60 marks) and four other questions from 9 (60 marks each). PRACTICAL SKILLS TEST (COMMON LEVEL) COMPONENT: COURSEWORK (COMMONLEVEL) WRITTEN EXAMINATION Increased choice in written examination. Candidates to answer any five from 10 questions. PRACTICAL SKILLS TEST (COMMON LEVEL) No adjustment. COMPONENT: COURSEWORK (COMMONLEVEL) CONSTRUCTION STUDIES HOME 2021 ADJUSTMENTS Candidates must submit an artefact, design • folio and three experiments as part of their coursework. Coursework must be complete by the last Friday in April. Candidates must answer Question 1 (compulsory) (50 marks) and three other • questions from 8 (50 marks each). The experiments requirement will be removed for the 2021 examinations. The marks will be reallocated across the remaining sections of the marking scheme for the artefact (50%) and design folio (50%). ‘Instruction to candidates’ on coursework 2021 to issue in early September instead of November (as in previous years). ASSESSMENT ARRANGEMENTS 2021 - 19 - • The ‘Instructions to candidates’ document to include the revised marking scheme highlighting the coursework requirements, mark allocations for 2021, and a recommendation to issue advising candidates and teachers to give careful consideration to coursework selection in 2021 given the period of school closure in the 2019/20 school year and potential loss of further time. CONSTRUCTION STUDIES WRITTEN EXAMINATION Increased choice in written examination. Candidates to answer any four from nine questions. PRACTICAL SKILLS TEST (COMMON LEVEL) No adjustment. COMPONENT: COURSEWORK (COMMON LEVEL) • Earlier completion date of two weeks to be specified by SEC. • The experiments requirement will be removed for the 2021 examinations. The marks will be reallocated across the remaining sections of the marking scheme for the artefact (50%) and design folio (50%). • ‘Instruction to candidates’ on coursework 2021 to issue in early September instead of November (as in previous years). • The ‘Instructions to candidates’ document to include the revised marking scheme highlighting the coursework requirements, mark allocations for 2021, and a recommendation advising consideration to coursework selection in 2021 given the period of school closure in the 2019/20 school year and potential loss of further time. HOME 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION Candidates must answer Question 1 (compulsory) (50 marks) and three other questions from eight (50 marks each). PRACTICAL SKILLS TEST (COMMON LEVEL) COMPONENT: COURSEWORK (COMMON LEVEL) Candidates must submit an artefact, design folio and three experiments as part of their coursework. Coursework must be complete by the last Friday in April. ASSESSMENT ARRANGEMENTS 2021 - 20 - STUDENT ASSIGNMENT Output 1: Suggested one to two pages. Output 2: Suggested two to three pages. Output 3: Suggested one page. 50 marks. Output 4: 1 electronic assembly file, plus unlimited part files, where appropriate. eDrawing file. Output 5: SolidWorks hardcopies – Suggested two to four pages. Output 6: One page. 50 marks. Output 7: Suggested two to four pages. Output 8: Suggested one page. Output 9: Suggested two to four pages plus Electronic SolidWorks files. 60 marks. No restriction on parts created. Total portfolio: Max 14 pages. WRITTEN EXAMINATION Section A (Core): Four questions, answer any three. All questions in Section A carry 20 marks each. Section B (Core): Three questions, answer any two. All questions in Section B carry 45 marks each. Section C (Optional): Five questions, candidates answer any two of the options studied. All questions in Section C carry 45 marks each. HOME 2021 ADJUSTMENTS Higher DESIGN AND COMMUNICATIONS GRAPHICS STUDENT ASSIGNMENT Combine Output 1 & Output 2: Suggested max of two pages. Output 2 (was Output 3): Suggested max of one page. 50 marks. Output 3 (was Output 4): Max one electronic assembly file, plus a max of 10 part files (but no less than five), where appropriate. eDrawing file. 60 marks Output 4 (was Output 5): SolidWorks hardcopies – Suggested one to two pages. Photo realistic representation (was Output 6) is no longer required. 50 marks. Output 5 (was Output 7): Suggested one to three pages. Output 6 (was Output 8): Suggested one page. Output 7 (was Output 9): Suggested two to fourpages plus Electronic SolidWorks files. 60 marks. No less than five parts and no more than 10 parts. Total portfolio: Max 10 pages. WRITTEN EXAMINATION Section A (Core): Four questions, answer any three. All questions in Section A carry 20 marks each. Section B (Core): Three questions, answer any two. All questions in Section B carry 60 marks each. Section C (Optional): Five questions, candidates answer any one of the options studied. All questions in Section C carry 60 marks. ASSESSMENT ARRANGEMENTS 2021 - 21 - STUDENT ASSIGNMENT Output 1: Suggested one to two pages. Output 2: Suggested two to three pages. Output 3: Suggested one page. 50 marks. Output 4: One electronic assembly file, plus unlimited part files, where appropriate. eDrawing file. Output 5: SolidWorks hardcopies – suggested one to three pages. Output 6: One page. 60 marks. Output 7: Suggested one to two pages. Output 8: Suggested one page. Output 9: Suggested one to three pages plus Electronic SolidWorks files. 50 marks. No restriction on parts created. Total portfolio: Max 12 pages. WRITTEN EXAMINATION Section A (Core): Four questions, answer any three. All questions in Section A carry 20 marks each. Section B (Core): Three questions, answer any two. All questions in Section B carry 45 marks each. Section C (Optional): Five questions, candidates answer any two of the options studied. All questions in Section C carry 45 marks each. HOME 2021 ADJUSTMENTS Ordinary DESIGN AND COMMUNICATIONS GRAPHICS STUDENT ASSIGNMENT Combine Output 1 & Output 2: Suggested max of two pages. Output 2 (was Output 3): Suggested max of one page. 50 marks. Output 3 (was Output 4): Max one electronic assembly file, plus a max of three part files, where appropriate. eDrawing file. Output 4 (was Output 5): SolidWorks hardcopies – suggested one to two pages. Photo realistic representation (was Output 6) is no longer required. Output 5 (was Output 7): Suggested one to two pages. Output 6 (was Output 8): Suggested one page. Output 7 (was Output 9): Suggested one to two pages plus Electronic SolidWorks files. 50 marks. No more than three parts created and no more than 6 parts. Total portfolio: Max eight pages. WRITTEN EXAMINATION Section A (Core): Four questions, answer any three. All questions in Section A carry 20 marks each. Section B (Core): Three questions, answer any two. All questions in Section B carry 60 marks each. Section C (Optional): Five questions, candidates answer any one of the options studied. All questions in Section C carry 60 marks each. ASSESSMENT ARRANGEMENTS 2021 - 22 - HOME Higher ECONOMICS 2021 ADJUSTMENTS STUDENT RESEARCH PROJECT Sample Brief issued with Research Topics. WRITTEN EXAMINATION Short Response Questions Answer eight questions (internal choice within two questions). Extended Response Questions Answer four out of five extended response questions. STUDENT RESEARCH PROJECT Brief to issue to schools in early September. The student’s chosen line of enquiry is to be finalised via digital booklet and is to be completed and uploaded for last school day of 1st term (22nd Dec). WRITTEN EXAMINATION Answer eight questions out of 10. Internal choice within three questions at HL – answer (a) and either (b) or (c). Answer four out of six extended response questions. ASSESSMENT ARRANGEMENTS 2021 - 23 - HOME Ordinary ECONOMICS 2021 ADJUSTMENTS STUDENT RESEARCH PROJECT Sample Brief issued with Research Topics. WRITTEN EXAMINATION Short Answer Questions Answer eight questions with choice in two questions. Extended Response Questions Answer four out of five extended response questions. STUDENT RESEARCH PROJECT Brief to issue to schools at end of August 2020. The student’s chosen line of enquiry is to be finalised via digital booklet and is to be completed and uploaded for last school day of 1st term (22nd Dec). WRITTEN EXAMINATION Answer eight Short Questions from 10 with choice in three at OL - answer either (a) or (b). Answer four out of six extended response questions. ASSESSMENT ARRANGEMENTS 2021 - 24 - ENGINEERING HOME 2021 ADJUSTMENTS Higher WRITTEN EXAMINATION Candidates answer Section A (50 marks) and Section B (50 marks) of Question 1 and four other questions (50 marks each). Total: 300 marks. DESIGN PROJECT PRACTICAL SKILLS EXAMINATION Candidates are required to prepare materials and make components, according to the ma- terials list and drawings shown in M74A(ML2), by late April 2021, in advance of the three-day Engineering Practical Examination schedule. M74A(ML2) issues from SEC from mid-October 2020. WRITTEN EXAMINATION Increased (Open) choice in written examination. Question 1, Section A (50 marks) and Question 1, Section B (50 marks) each become standalone questions.Candidates now asked to answer any six from nine questions (50 marks each). Total: 300 marks. DESIGN PROJECT No adjustment. PRACTICAL SKILLS EXAMINATION Candidates not required to prepare any of the material for this examination component. The Engineering teacher may prepare the materials and make the components required for the examination, according to the materials list and drawings that will issue from the SEC in M74A(ML1). Alternatively, the school may outsource this preparatory work. ASSESSMENT ARRANGEMENTS 2021 - 25 - ENGINEERING HOME 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION Candidates answer Section A (30 marks) and Section B (35marks) of Question 1 and three other questions (45 marks each). Total: 200 marks. Within Section A of Question 1, candidates are asked to answer six from eight parts and in Section B candidates are asked to answer three from five parts. DESIGN PROJECT PRACTICAL SKILLS EXAMINATION Candidates are required to prepare materials and make components, according to the materials list and drawings shown in M74A(ML2), by late April 2021, in advance of the three-day Engineering Practical Examina- tion schedule. M74A(ML2) issues from SEC from mid-October 2020. WRITTEN EXAMINATION In Question 1 combine Sections A and Section B to form a standalone question now worth 50 marks. In this new Question 1 candidates are asked to answer any eight from 13 parts. Mark totals for remaining questions will be increased from 45 to 50 marks. Candidates will be asked to answer any four from seven questions (50 marks each). Total: 200 marks. DESIGN PROJECT No adjustment. PRACTICAL SKILLS EXAMINATION Candidates not to be involved in preparing material for this examination component. The Engineering teacher may prepare the materials and make the components required for the examination, according to the materials list and drawings that will issue from the SEC in M74A(ML1). Alternatively, the school may outsource this preparatory work. ASSESSMENT ARRANGEMENTS 2021 - 26 - HOME ENGLISH 2021 ADJUSTMENTS Higher WRITTEN EXAMINATION PAPER 1 WRITTEN EXAMINATION PAPER 2 Section I: Single Text - candidates are required to answer one of two questions. Section II: Comparative Studies Candidates have a choice of questions (one of two questions) on each of two of the three modes prescribed for study in a given year. WRITTEN EXAMINATION PAPER 1 No adjustment. WRITTEN EXAMINATION PAPER 2 No adjustment. Include questions on all three modes prescribed for examination in 2021. Candidates will be required to answer on one mode. The internal question choice within modes will remain the same. Single questions (marked out of 70) will require candidates to refer to at least two texts in their response. The same criteria for assessment will apply to candidates irrespective of whether they refer to two texts or to three texts when responding to 70 mark questions in Section II of Leaving Certificate Higher Level English Paper 2, The Comparative Study. Two-part questions (marked out of 30 and 40) will require candidates to refer to one text in answer to part (a) and to two other texts in answer to part (b). The reference requirements outlined above are exemplified in Section II of the 2013 examination paper. One additional poetry question to be included, i.e. candidates will be required to answer one of five questions. Section III: Poetry Part A: Unseen poetry – Candidates are required to answer one of two questions. Part B: Prescribed poetry – candidates are required to answer one of four questions. ASSESSMENT ARRANGEMENTS 2021 - 27 - Ordinary WRITTEN EXAMINATION PAPER 1 WRITTEN EXAMINATION PAPER 2 Section I: Single Text – Candidates are required to answer three questions. Question 1 (10 marks x 2) and Question 2 (10 marks) are compulsory. Candidates have a choice of three test items to answer one in Question 3 (30 marks each). Section II: Comparative Studies Candidates have a choice of questions (one of two questions) on each of two of the three modes prescribed for study in a given year. Section III: Poetry Part A: Unseen Poetry – Candidates are required to answer all questions. Part B: Prescribed poetry – Candidates are required to answer on one of four poems. Two questions are based on the list of poems by poets common to both Higher and Ordinary Level, and two from the list of poems prescribed for study at Ordinary Level only. Candidates are required to answer Question 1 and one test item from a choice of three in Question 2. WRITTEN EXAMINATION PAPER 1 No adjustment. WRITTEN EXAMINATION PAPER 2 There will be no compulsory question. Candidates will be required to answer any two of the four questions on the paper. Each question will be worth 30 marks. This change will be achieved by amalgamating the current Question 1 and Question 2 into one three-part question (10 marks x 3) and designating each part of the current Question 3 as three individual 30 mark questions. This change will widen candidate choice. Include questions on all three modes prescribed for examination in 2021. The internal choice will remain the same. No adjustment. Include two additional poems – one from list of poems by poets common to both Higher and Ordinary Levels, and one from the list of poems prescribed for study at Ordinary Level only. Candidates will be required to answer on one of six poems. The internal choice will remain the same. HOME ENGLISH 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 28 - FRENCH HOME 2021 ADJUSTMENTS Higher ORAL EXAMINATION Twelve-minute general conversation including discussion of optional “Document”. LISTENING COMPREHENSION WRITTEN EXAMINATION Section A – two reading comprehensions (120 marks) One journalistic piece and one literary piece, 60 marks each. Section B – Written expression (100 marks) Question 1 is compulsory. It uses the reading comprehensions as a springboard. Answer (a) or (b) - 40 marks (90 words approx.) Answer two other questions from Questions 2, 3 and 4. Each question has a choice of two parts, (a) or (b) - 30 marks each (75 words each approx.) (Questions may include diary entry, email, opinion pieces etc....). ORAL EXAMINATION All students will be asked questions on three set topics plus on a wider variety of themes/ topics as part of the general conversation. The “document” will remain optional. The three themes/topics and a set of illustrative type questions on these will be published. LISTENING COMPREHENSION No adjustment. WRITTEN EXAMINATION No adjustment. Section B – Written expression (100 marks) Question 1 remains compulsory but will have a choice of (a), (b) or (c) (now worth 60 marks) Answer one other written question from a choice of five (now worth 40 marks). ASSESSMENT ARRANGEMENTS 2021 - 29 - FRENCH HOME 2021 ADJUSTMENTS Ordinary ORAL EXAMINATION Twelve minute general conversation including discussion of optional “Document”. LISTENING COMPREHENSION WRITTEN EXAMINATION 220 marks Section A – four reading comprehensions (160 marks). Written section Answer two questions from Question 1(a) or (b) or Question 2(a) or (b) (Students are given three points to respond to all three) or Questions 3(a) or (b) (Students are given three points to respond to all three). ORAL EXAMINATION All students will be asked questions on three set topics plus on a wider variety of themes/ topics as part of the general conversation. The document will remain optional. The three themes/topics and a set of illustrative type questions on these will be published. LISTENING COMPREHENSION No adjustment. WRITTEN EXAMINATION No adjustment. Written section Answer any two question from the six available. Question 1(a) – cloze test unchanged. Questions 1(b) – Form – answer parts one to four and three from four remaining parts. Questions 2(a), 2(b) 3(a) and 3(b) internal choice will be introduced. Students will be given five points to respond to three. ASSESSMENT ARRANGEMENTS 2021 - 30 - Higher COURSEWORK WRITTEN EXAMINATION Part One - Short Questions – 80 marks – There are 12 short questions on the paper and candidates attempt 10 (each question is worth eight marks). Part Two - Structured and Essay Questions – 320 marks. Candidates attempt four questions (each question is worth 80 marks) as follows: • One question from patterns and processes in the physical environment (Question 1-3) • One question from regional geography (Questions 4-6) • One question from their chosen elective unit (Questions 7-12) • One question from their chosen optional unit (Questions 13-24). COURSEWORK No adjustment. Earlier completion date of 2 weeks to be specified by SEC. WRITTEN EXAMINATION No adjustment. Candidates must attempt four questions. This must include one question from three of the sections below: • Section 1: Patterns and Processes in the Physical Environment (Questions 1-3) • Section 2: Regional Geography (Questions 4-6) • Section 3: Electives (Questions 7-12) • Section 4: Options (Questions 13-24) • The fourth question can be from any section. HOME GEOGRAPHY 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 31 - Ordinary COURSEWORK WRITTEN EXAMINATION Part One - Short Questions – 100 marks – There are 12 short questions on the paper and candidates attempt 10 (each question is worth 10 marks). Part Two - Structured Questions – 300 marks Candidates attempt three questions (each question is worth 100 marks) as follows: • One question from patterns and processes in the physical environment (Questions 1-3) • One question from regional geography (Questions 4-6) • One question from their chosen elective unit (Questions 7-12). COURSEWORK No adjustment. Earlier completion date of 2 weeks to be specified by SEC. WRITTEN EXAMINATION Time and mark allocation stays the same. No adjustment. Part Two - Structured Questions – 300 marks Candidates must attempt three questions. This must include one question from two of the sections below: • Section 1: Patterns and Processes in the Physical Environment (Questions 1-3) • Section 2: Regional Geography (Questions 4-6) • Section 3: Electives (Questions 7-12) • The third question can be from any section. HOME GEOGRAPHY 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 32 - GERMAN HOME 2021 ADJUSTMENTS Higher ORAL EXAMINATION Where the picture sequence option is chosen, candidates must prepare five picture stories and are examined, at random, on one picture story. Candidates must prepare five role plays and are examined, at random, on one role paly. LISTENING COMPREHENSION WRITTEN EXAMINATION The final question of the unseen literary passage is one of tone/theme of text where candidates are asked to find three to four examples of the tone/theme in the text. The Applied Grammar section of the paper comprises Question 1 and Question 2 where candidates must answer both. Written Production (Candidates answer Option a or b). Option (a) : Candidates normally offered and answer four points. Option (b): Candidates normally answer five from five points. ORAL EXAMINATION Where the picture sequence option is chosen, candidates prepare three picture stories and are examined, at random, on one picture story. Candidates must prepare three role plays and are examined, at random, on one role paly. LISTENING COMPREHENSION No adjustment. WRITTEN EXAMINATION Candidates will be asked to find one to two examples of tone/theme in the text. Candidates will answer either Question 1 or Question 2 for full marks. Candidates will be offered five points – to answer four. Candidates will be offered six points – to answer five. ASSESSMENT ARRANGEMENTS 2021 - 33 - GERMAN HOME 2021 ADJUSTMENTS Ordinary ORAL EXAMINATION Where the picture sequence option is chosen, candidates must prepare five picture stories and are examined, at random, on one picture story. Candidates must prepare five role plays and are examined, at random, on one role play. LISTENING COMPREHENSION WRITTEN EXAMINATION The Applied Grammar section of the paper comprises Question 1 and Question 2 where candidates must answer both. Questions require candidates to (1) deconstruct compound nouns and examine their meaning and (2) select (from a given list) the correct preposition for the sentences. Written Production (Candidates answer Option a or b) Option (a): Candidates are offered and answer five points. Option (b): Candidates write three sentences on each of the five pictures [2-6]. ORAL EXAMINATION Where the picture sequence option is chosen - candidates prepare three picture stories and are examined, at random, on one picture story. Candidates must prepare three role plays and are examined, at random, on one role play. LISTENING COMPREHENSION No adjustment. WRITTEN EXAMINATION Candidates will answer either Question 1 or Question 2 for full marks. Option (a): candidates will be offered six points (excluding the closing sentence), candidates to answer five. Option (b): candidates will be expected to write three sentences on two of the pictures and two sentences on three of the pictures [2-6]. Candidates will be free to choose the pictures on which they will write the two or three sentences. ASSESSMENT ARRANGEMENTS 2021 - 34 - HOME HEBREW STUDIES 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Candidates must answer one of two questions from each of the four sections in the paper (A, B, C and D); each question is divided into three parts carrying 25, 25 and 50 marks respectively. WRITTEN EXAMINATION Candidates will be required to answer one of two questions from three of the four sections in the paper (A, B, C and D); each question divided into three parts carrying 25, 25 and 50 marks respectively , which will reduce the total marks for the examinations from 400 to 300. ASSESSMENT ARRANGEMENTS 2021 - 35 - Higher RSR (RESEARCH STUDY REPORT) WRITTEN EXAMINATION Section 1: Documents Based Question (100 marks). Section 2: Answer one question on each of two topics from Irish History (2x100m). Section 3: Answer one question from one topic on Europe and Wider World (100m). RSR (RESEARCH STUDY REPORT) No adjustment. Earlier completion date of two weeks to be specified by SEC. WRITTEN EXAMINATION Candidates may answer the paper in the usual way, if they wish. OR Section 1: answer the DBQ as normal. Sections 2 and 3: answer three questions from any two topics from the six topics in Section 2: Ireland, and the five topics in Section 3: Europe and the Wider World. This means that candidates would answer two questions from one of their chosen topics. In effect, a candidate could decide to answer any one of the following combinations: • All three answers from two Irish topics • Two answers from one Irish topic and one answer on Europe and the Wider World • One answer from one Irish topic and two answers from one European topic. HOME HISTORY 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 36 - Ordinary RSR (RESEARCH STUDY REPORT) WRITTEN EXAMINATION Section 1: Documents Based Question (100 marks). Section 2: Answer a Part A, Part B and Part C on each of two topics from Irish History (2x100m). Section 3: Answer a Part A, Part B and Part C from one topic on Europe and Wider World (100m). RSR (RESEARCH STUDY REPORT) No adjustment. Earlier completion date of 2 weeks to be specified by SEC. WRITTEN EXAMINATION Candidates may answer the paper in the usual way, if they wish. Or Section 1: answer the DBQ as normal Sections 2 and 3: answer three sets of questions from any two topics from the six topics in Section 2: Ireland, and the five topics in Section 3: Europe and the Wider World. This means that candidates would answer two question Bs and two questions Cs from one of their chosen topics. As the candidate would have already answered the Part A questions in that topic, an additional Part A (stimulus material with five questions) will be provided on p. 15 of the examination paper. In effect, a candidate could decide to work through the examination paper in any one of the following ways: • Answer Parts A, B, and C from two Irish topics. Answer another Part B and Part C from one of the Irish topics already done and the extra Part A from p. 15 of the exam paper. • Answer Parts A, B, and C from one Irish topic and one European and the Wider World topic. Answer another Part B and C from the Irish topic and the extra Part A from p. 15 of the exam paper. • Answer Parts A, B, and C from one Irish topic and one European and the Wider World topic. Answer another Part B and C from the European and the Wider World topic and the extra Part A from p. 15 of the exam paper. HOME HISTORY 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 37 - HOME ECONOMICS – SOCIAL AND SCIENTIFIC HOME 2021 ADJUSTMENTS Higher & Ordinary COURSEWORK: FOOD STUDIES Candidates are required to present and record a record of any four assignments from five assig- nments issued by the SEC. COURSEWORK: TEXTILES FASHION AND DESIGN Assignment brief issued to schools Marks = 100 – weighted to 10%. Three processes (i), (ii), (iii) outlined in assignment, two mandatory process required in completed garment. WRITTEN EXAMINATION Section A - 60 marks Twelve questions, answer 10 questions. Section B (core) Section C Answer one elective question: 1. Home Design and Management 2. Textiles, Fashion and Design 3. Social Studies Answer part (a) and either part (b) or (c) in cho- sen elective. Electives 1 and 3 = 80 marks 1(a), 3(a) = 50 marks 1(b) or (c) 3(b) or (c) = 30 marks each. COURSEWORK: FOOD STUDIES Candidates present and record two assignments from five assignments issued by SEC. Where candidates present more than two assignments they will be awarded marks for the two highest scoring assignments. COURSEWORK: TEXTILES FASHION AND DESIGN Completed garment to include one mandatory process from a choice of three processes. WRITTEN EXAMINATION Increase choice, 14 questions, answer 10 questions. No adjustment. An additional 80 mark question (Question 4) will be included in Section C. Question 4 will examine the core areas of the syllabus - Food Studies, Home Management & Consumer Studies and Social Studies, using the same layout format and choice as in elective questions C1, C2 and C3. Candidates may answer one elective question from this Section or Question 4. Elective 2 = 40 marks 2 (a) = 25 marks 2 (b) or (c) = 15 marks. ASSESSMENT ARRANGEMENTS 2021 - 38 - HOME 2021 ADJUSTMENTS Ardleibhéal IRISH AN BHÉALTRIAIL (240 MARC) An Fáiltiú (5 mharc) Léamh na Filíochta (5 dhán ainmnithe) (35 marc) An Comhrá (120 marc) An tSraith Pictiúr (80 marc) - ullmhaíonn gach iarrthóir 20 Sraith Pictiúr PÁIPÉAR I (240 MARC) An Chluastuiscint (60 marc) An Cheapadóireacht (100 marc) PÁIPÉAR 2 (160 MARC) Ceist 1: An Léamhthuiscint (100 marc) Dhá phíosa léamhthuisceana le déanamh. An Litríocht1 (100 marc) Ceist 2: Prós Ainmnithe nó Roghnach (30 marc) Bíonn ceist éigeantach 2A ar shaothar ainmnithe amháin agus ceist éigeantach 2B ar shaothar roghnach amháin ar an scrúdpháipéar. Freagraíonn an t-iarrthóir an cheist éigeantach 2A nó an cheist éigeantach 2B. Ceist 3: Filíocht Ainmnithe nó Roghnach (30 marc). Bíonn ceist éigeantach 3A ar dhán ainmnithe amháin agus ceist éigeantach 3B ar dhán roghnach amháin ar an scrúdpháipéar. Freagraíonn an t-iarrthóir an cheist éigeantach 3A nó an cheist éigeantach 3B. Ceist 4: Litríocht Bhreise (40 marc) Ceist amháin le freagairt ar shaothar amháin as na sé shaothar ainmnithe. AN BHÉALTRIAIL (240 MARC) Gan leasú. An tSraith Pictiúr (80 marc) – ullmhóidh gach iarrthóir 10 Sraith Pictiúr as 20 Sraith Pictiúr 2021. PÁIPÉAR I (240 MARC) Gan leasú. PÁIPÉAR 2 (160 MARC) Ceist 1: An Léamhthuiscint (100 marc) Gan leasú. An Litríocht1 (100 marc) Ceist 2: Prós Ainmnithe nó Roghnach (30 marc) Beidh dhá cheist 2A (a) agus 2A (b) ar dhá shaothar ainmnithe agus dhá cheist 2B (a) agus 2B (b) ar dhá shaothar roghnacha ar an scrúdpháipéar. Freagróidh an t-iarrthóir ceist amháin as a rogha de, 2A (a) nó 2A (b) nó ceist amháin as a rogha de, 2B (a) nó 2B (b). Ceist 3: Filíocht Ainmnithe nó Roghnach (30 marc). Beidh dhá cheist 3A (a) agus 3A (b) ar dhá dhán ainmnithe agus dhá cheist 3B (a) agus 3B (b) ar dhá dhán roghnacha ar an scrúdpháipéar. Freagróidh an t-iarrthóir ceist amháin as a rogha de, 3A (a) nó 3A (b) nó ceist amháin as a rogha de, 3B (a) nó 3B (b). Ceist 4: Litríocht Bhreise (40 marc) Gan leasú. ASSESSMENT ARRANGEMENTS 2021 - 39 - HOME 2021 ADJUSTMENTS Gnáthleibhéal IRISH AN BHÉALTRIAIL (240 MARC) An Fáiltiú (5 mharc) Léamh na Filíochta (5 dhán ainmnithe) (35 marc) An Comhrá (120 marc) An tSraith Pictiúr (80 marc) - ullmhaíonn gach iarrthóir 20 Sraith Pictiúr PÁIPÉAR I (160 MARC) An Léamhthuiscint (100 marc) Dhá phíosa léamhthuisceana le déanamh. PÁIPÉAR 2 (200 MARC) Ceist 1: An Léamhthuiscint (100 marc) Dhá phíosa léamhthuisceana le déanamh. An Litríocht1 (100 marc) Ceist 2: Prós Ainmnithe nó Roghnach (50 marc) Bíonn dhá cheist éigeantacha 2A (a) agus 2A (b) ar dhá shaothar ainmnithe agus dhá cheist éigeantacha 2B (a) agus 2B (b) ar dhá shaothar roghnacha ar an scrúdpháipéar. Freagraíonn an t-iarrthóir an dá cheist éigeantacha 2A (a) agus 2A (b) nó an dá cheist éigeantacha 2B (a) agus 2B (b). Ceist 3: Filíocht Ainmnithe nó Roghnach (50 marc). Bíonn dhá cheist éigeantacha 3A (a) agus 3A (b) ar dhá dhán ainmnithe agus dhá cheist éigeantacha 3B (a) agus 3B (b) ar dhá dhán roghnacha ar an scrúdpháipéar. Freagraíonn an t-iarrthóir an dá cheist éigeantacha 3A (a) agus 3A (b) nó an dá cheist éigeantacha 3B (a) agus 3B (b). AN BHÉALTRIAIL (240 MARC) Gan leasú. An tSraith Pictiúr (80 marc) – ullmhóidh gach iarrthóir 10 Sraith Pictiúr as 20 Sraith Pictiúr 2021 PÁIPÉAR I (160MARC) Gan leasú. PÁIPÉAR 2 (200 MARC) Ceist 1: An Léamhthuiscint (100 marc) Gan leasú. An Litríocht1 (100 marc) Ceist 2: Prós Ainmnithe nó Roghnach (50 marc) Beidh trí cheist 2A (a), 2A (b) agus 2A (c) ar thrí shaothar ainmnithe agus trí cheist 2B (a), 2B (b) agus 2B (c) ar thrí shaothar roghnacha ar an scrúdpháipéar. Freagróidh an t-iarrthóir dhá cheist as a rogha de, 2A (a), 2A (b), nó 2A (c) nó dhá cheist as a rogha de, 2B (a), 2B (b), nó 2B (c). Ceist 3: Filíocht Ainmnithe nó Roghnach (50 marc). Beidh trí cheist ar thrí dhán ainmnithe, 3A (a), 3A (b) agus 3A (c) agus trí cheist ar thrí dhán roghnacha, 3B (a), 3B (b) agus 3B (c) ar an scrúdpháipéar. Freagróidh an t-iarrthóir dhá cheist as a rogha de, 3A (a), 3A (b), nó 3A (c) nó dhá cheist as a rogha de 3B (a), 3B (b), nó 3B (c). 1 Bíonn an rogha ag scoláirí staidéar a dhéanamh ar théacsanna ar an gcúrsa ainmnithe litríochta nó ar chúrsa roghnach. Roghnaítear na téacsanna roghnacha bunaithe ar an treoir a chuirtear ar fáil san Imlitir chéanna a leagann amach na téacsanna don chúrsa ainmnithe. Sa scrúdú, freagraíonn iarrthóirí ceisteanna ón gcúrsa ainmnithe nó ón gcúrsa roghnach. ASSESSMENT ARRANGEMENTS 2021 - 40 - HOME 2021 ADJUSTMENTS Bonnleibhéal IRISH AN CHLUASTUISCINT (120 MARC) AN LÉAMHTHUISCINT (150 MARC) Ceist 1: Meaitseáil (40 marc) Ceist 2 : 2 cheann le freagairt as litir nó bróisiúr nó scéal nuachta (50 marc) Ceist 3: 2 cheann le freagairt as alt nó giota nó dán (60 marc) SCRÍOBH NA TEANGA (90 MARC) Déanann an t-iarrthóir dhá thasc scríbhneoireachta – ceann amháin as rogha de dhá thasc i gCeist 4 (40 marc) agus ceann amháin as rogha de dhá thasc i gCeist 5 (50 marc). Ceist 4: 2 thasc scríbhneoireachta (a) agus (b) as fógra nó freagra scríofa ar chuireadh nó litir nó foirm iarratais (CV). Ceist 5: (a) Cuntas leanúnach bunaithe ar phictiúr amháin nó (b) Cuntas leanúnach bunaithe ar phictiúir le stór focal treorach AN CHLUASTUISCINT (120 MARC) Gan leasú. AN LÉAMHTHUISCINT (150 MARC) Gan leasú. SCRÍOBH NA TEANGA (90 MARC) Beidh dhá thasc scríbhneoireachta le déanamh ag an iarrthóir ach beidh rogha níos leithne aige/aici agus leasófar riar na marcanna i gcás an rannáin seo amháin. Beidh leagan amach na gceisteanna mar a bhíonn gach aon bhliain ach freagróidh an t-iarrthóir aon dá cheann as na ceithre cinn seo a leanas: 4 (a), 4 (b), 5 (a) nó 5 (b). Marcálfar 4 (a), 4 (b), 5 (a) agus 5 (b) as 45 marc an ceann. Ceist 4 (45 marc) agus Ceist 5 (45 marc) = 90 marc ASSESSMENT ARRANGEMENTS 2021 - 41 - ITALIAN HOME 2021 ADJUSTMENTS Higher ORAL EXAMINATION General conversation Role-plays Prepare five role-plays, one examined Picture sequence- Prepare five picture sequences, one examined AURAL EXAMINATION WRITTEN EXAMINATION Section A: Reading Section Journalistic passage No choice in questions provided. Section B: Literary Section Coice of one question out of five questions provided. Section C Answer all three questions, no choice. Question 1: Composition linked to the journalistic passage. Three or four questions (based on theme of journalistic passage) asked depending on year. All must be answered. Question 2: A guided composition. Eight points mentioned and candidate use six points. Question 3: Formal letter. Answer (a) or (b) ORAL EXAMINATION No adjustment. Prepare three role-plays, one examined Picture sequence- Prepare three picture sequences, one examined AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No adjustment. No adjustment. Increased internal choice. Five questions will be provided to answer three. Increased internal choice. List 10 points and candidates choose six points. No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 42 - ITALIAN HOME 2021 ADJUSTMENTS Ordinary ORAL EXAMINATION General conversation Role-plays Prepare five role-plays, one examined Picture sequence- Prepare five picture sequences, one examined AURAL EXAMINATION WRITTEN EXAMINATION 220 marks Section A: Reading Comprehension Section B: Publicity Pieces/Advertisements. Section C: Written Section Question 1: answer (a) Informal Letter – write on four points or (b) Dialogue – write on four points. Question 2: Questionnaire Approx. 15 questions however, the number of questions varies from year to year. Question 3: Order sentences, total of eight. ORAL EXAMINATION No adjustment. Prepare three role-plays, one examined Picture sequence- Prepare three picture sequences, one examined AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No adjustment. No adjustment. Increase internal choice. (a) or (b) write on any four points from six provided Choice will be provided by increasing the number of questions so that two more will be provided than require to be answered. No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 43 - HOME Higher ORAL 100 marks approx. 15 mins: General conversation: approx. 4-41⁄2 mins Topic cards: approx. 41⁄2 - 5 mins: Prepare three topics Three cards presented with three topics on each. Candidate picks one card and chooses one topic Picture sequence: 41⁄2 - 5 mins Prepare four picture sequences, examined on one. AURAL EXAMINATION WRITTEN EXAMINATION Reading Comprehension 120 marks (30%) Question 1: Reading comprehension, Katakana based. Question 2: Part A: Reading comprehension, questions in English and Japanese Part B: Kanji, Ten questions in Kanji, no choice. Part C: Grammar, Ten questions on forms of verbs nouns and adjectives, no choice. JAPANESE ORAL 2021 ADJUSTMENTS No adjustment. Prepare two topics. Two cards presented with three topics on each. Candidate picks one card and chooses one topic. Prepare three picture sequence, examined on one. AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No Adjustment. No adjustment. Answer 10 from 12 questions Answer 10 from 12 questions ASSESSMENT ARRANGEMENTS 2021 - 44 - HOME Higher WRITTEN EXAMINATION JAPANESE WRITTEN EXAMINATION 2021 ADJUSTMENTS Question 3: Reading comprehension, Part A and B reading comprehension questions in English and Japanese. Part C: Kanji, answer five questions, no choice. Part D: Grammar (particles), answer 10 questions, no choice Written Production 100 marks (25%) Question 4: Presentation/ diary entry/ article to include answers to two questions. Choice of (a) or (b) of two presentations/ diary entries/articles. Question 5: 60 mark (15%). Guided composition/ email. Six points given, and candidates choose any four points. No Adjustment. Part C: Kanji, answer five from six questions. Part D Grammar (particles), Answer 10 from 12 questions Increased choice by allowing a choice of 1 out of 3. Answer part (a), (b) or (c) Question 5: 60 mark (15%). Increased choice with eight points given, and candidates choose any four. ASSESSMENT ARRANGEMENTS 2021 - 45 - Ordinary ORAL EXAMINATION JAPANESE ORAL EXAMINATION HOME 2021 ADJUSTMENTS Current arrangement: 100 marks approx. 15 mins: General conversation: approx. 4-41⁄2 mins Topic cards: approx. 41⁄2 - 5 mins: Prepare 3 topics 3 cards presented with 3 topics on each. Candidate picks 1 card and chooses 1 topic Picture sequence: 41⁄2 - 5 mins Prepare 4 picture sequences, examined on 1 AURAL EXAMINATION WRITTEN EXAMINATION Reading Comprehension 120 marks (30%) Question 1 Reading comprehension, Katakana based. Question 2 Part A reading comprehension in Japanese, questions, and answers in English. Part B True or false, answer five, no choice Part C Kanji Answer 10 multiple choice type questions, no choice. No adjustment. Prepare 2 topics 2 cards presented with 3 topics on each. Candidate picks 1 card and chooses 1 topic Prepare 3 picture sequence, examined on 1 AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No adjustment. No Adjustment. Allow answer five from six. Answer 10 questions from 13. No adjustment. Part D Japanese culture. ASSESSMENT ARRANGEMENTS 2021 - 46 - HOME Ordinary JAPANESE WRITTEN EXAMINATION 2021 ADJUSTMENTS WRITTEN EXAMINATION Question 3 Reading comprehension. Part A, question 5 has 3 questions posed in Japanese and answered in Japanese, no choice. Part B Grammar Tense or negative and particles Part B (1) five questions, no choice. Part B (2) five questions, no choice. Written Production 80 marks (20%) Question 4 Insert the correct word from the box below form. Answer all 10, no choice. Question 5: 50 mark (15%) Choose five out of seven questions. Part A, question 5 Answer three questions from four Answer five questions from six. Answer five questions from six. Answer 10 questions from 12 Question 5: 50 mark (15%) Choose five out of eight questions. ASSESSMENT ARRANGEMENTS 2021 - 47 - HOME LATIN 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION WRITTEN EXAMINATION Prescribed text to be reduced as follows: Livy Book XXX: Chapters 29 to 37 will not be examined in 2021. Virgil Aeneid II: Lines 343 to 506 will not be examined in 2021. In addition to the reduction in the set text, candidates will only have to answer sub questions (3 A(ii) and 3 B (ii)) on the reduced prescribed material. In question 4 (i) on the grammar of an extract from the text will now be from a reduced content. Answer any three parts from the six parts provided in 5A and 5B. Prescribed material: Livy, Book XXX, (Chapters 9-17, 19-23 and 29- 37 inclusive) or Virgil, Aeneid, Book II (Lines 1- 506) Question 3 – Prescribed Material Translation and related questions. Question 4 – Grammar Question 5 – History & Civilisation 5A has three parts (i), (ii) and (iii) and 5B has three parts (i), (ii) and (iii) Candidates are required to answer three part including at least one from 5A and one from 5B ASSESSMENT ARRANGEMENTS 2021 - 48 - HOME MATHEMATICS WRITTEN EXAMINATION Two sections with limited choice in each section Section A (150 marks) Concepts and Skills • Six questions x 30 marks • Do five questions • 150 marks. Section B (150 marks) Contexts and Applications • Four questions x 50 marks • Do three questions • 150 marks 2021 ADJUSTMENTS Higher WRITTEN EXAMINATION Two sections do all questions Section A (150 marks) Concepts and Skills • No choice • Six questions x 25 marks • 150 marks. Section B (150 marks) Contexts and Applications • No choice • Two or three or four questions • Marks per question may vary • 150 marks ASSESSMENT ARRANGEMENTS 2021 - 49 - HOME MATHEMATICS WRITTEN EXAMINATION 2 sections with limited choice in each section Section A (150 Marks) Concepts and Skills • Six Questions x 30 marks • Do five questions • 150 marks. Section B (150 marks) Contexts and Applications • Four questions x 50 marks • Do three questions • 150 marks. 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION Two sections do all questions Section A (150 marks) Concepts and Skills • No choice • Six Questions x 25 marks • 150 marks. Section B (150 marks) Contexts and Applications • No choice • Two or three or four questions • Marks per question may vary • 150 marks. ASSESSMENT ARRANGEMENTS 2021 - 50 - HOME MATHEMATICS WRITTEN EXAMINATION Two sections with limited choice in each section Section A (210 marks) Concepts and Skills • Eight Questions x 30 marks • Do seven questions • 210 marks. Section B (90 marks) Contexts and Applications • Three questions x 45 marks • Do two questions • 90 marks. 2021 ADJUSTMENTS Foundation WRITTEN EXAMINATION Two sections do all questions Section A (200 marks) Contexts and Applications • No choice • Eight Questions x 25 marks • 200 marks Section B (100 marks) Contexts and Applications • No choice • Two or three questions • Marks per question may vary • 100 marks ASSESSMENT ARRANGEMENTS 2021 - 51 - MUSIC HOME 2021 ADJUSTMENTS Higher PERFORMING COMPOSING PERFORMING No adjustment. COMPOSING Number and choice of questions to remain the same Questions will be set in major and minor keys of up to three sharps and three flats. COMPOSING ELECTIVE Earlier completion date of two weeks to be specified by SEC. LISTENING Number of questions to remain the same. 1. Reduction in content in set works: • Piano Concerto K.488 by Mozart: Questions will not be set on 3rd movement (Allegro assai) • Symphonie Fantastique by Berlioz: Questions will not be set on 2nd movement (Un Bal). 2. Extra choice in Irish music: • Question 5B Candidates choose one out of five topics on which to respond. LISTENING ELECTIVE No Adjustment. Answer two questions, one from each section: (Melody writing & Harmony) Questions are set in major and minor keys of up to four sharps and four flats. COMPOSING ELECTIVE Candidates submit original compositions/ songs/pieces/arrangements/orchestrations. LISTENING Six questions – all to be answered. • One question on each of four set works; • One two-part question on Irish music. In the second part (Q5B), candidates choose one out of four topics on which to respond. • One question on general aural skills. LISTENING ELECTIVE Candidates sit a paper of 45 minutes duration on a special study topic of the candidate’s own choice. ASSESSMENT ARRANGEMENTS 2021 - 52 - Ordinary PERFORMING COMPOSING PERFORMING No adjustment. COMPOSING Number and choice of questions to remain the same The opening phrase for continuation in questions 1-3 will start on the downbeat, i.e. melodies will not start on the upbeat. LISTENING Number of questions to remain the same. Reduction in content in set works: · Piano Concerto K.488 by Mozart: Questions will not be set on 3rd movement (Allegro assai) · Symphonie Fantastique by Berlioz: Questions will not be set on 2nd movement (Un Bal). MUSIC HOME 2021 ADJUSTMENTS Answer two questions, one from each section: (Melody writing & Harmony). LISTENING Six questions on paper – no choice. • One question on each of four set works • One question on Irish music • One question on general aural skills ASSESSMENT ARRANGEMENTS 2021 - 53 - HOME PHYSICS & CHEMISTRY WRITTEN EXAMINATION Answer at least two questions from Section I, at least two questions from Section II and any 2 other questions. In Question 1 and in Question 7 answer 11 items from 18. 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Answer any three questions from Section I and any three questions from Section II. In Question 1 and in Question 7 answer 11 items from 15. ASSESSMENT ARRANGEMENTS 2021 - 54 - HOME PHYSICAL EDUCATION 2021 ADJUSTMENTS Higher & Ordinary PHYSICAL ACTIVITY PROJECT Candidates are required to complete a Physical Activity Project. Candidates are required to complete a performance analysis of the physical activity in its entirety, based on that analysis formulate four distinct performance goals, design and implement ongoing training/practice programmes which address the performance goals identified, provide evidence of engaging with these programmes, engage in ongoing reflection for each performance goal, and complete a concluding analysis. Candidates can undertake the Physical Activity Project in an out of school setting with the co-operation of their school and teacher, if the physical activity concerned complies with the definition of competitive sport as outlined in the Irish Sports Council Act, 1999, and has a national governing body (NGB) affiliated to Sport Ireland. Candidates must complete the Physical Activity Project in a different physical activity area to the one selected by them for Performance Assessment. Projects must be completed by mid-December. PHYSICAL ACTIVITY PROJECT Candidates are required to complete a performance analysis of the physical activity in its entirety, based on that analysis formulate three distinct performance goals, design and implement ongoing training/practice programmes which address the performance goals identified, provide evidence of engaging with these programmes, engage in ongoing reflection for each performance goal, and complete a concluding analysis. The marking scheme for this component will be adjusted as candidates will only address three performance goals. Marks will be reallocated across the marking scheme. Candidates must complete the Physical Activity Project in a different physical activity area to the one selected by them for Performance Assessment. Physical activities should be selected on the basis of what is practical and safe at the time in line with public health advice. The timeline for completion will remain unchanged. ASSESSMENT ARRANGEMENTS 2021 - 55 - Higher & Ordinary PERFORMANCE ASSESSMENT Candidates are required to complete a performance assessment between January and March 2021. Candidates are required to complete the Performance Assessment in one of the three physical activities as selected by their school. The information for the Performance Assessment issues from SEC from mid-December 2020. WRITTEN EXAMINATION Candidates answer all questions in Section A (80 marks) and all questions in Section B – Case Study (50 marks) and answer any three of the five questions in Section C (120 marks - 40 marks each question). Total: 250 marks. PERFORMANCE ASSESSMENT Candidates are required to complete the Performance Assessment in one of the three physical activities as selected by their school. Physical activities should be selected on the basis of what is practical and safe at the time in line with public health advice. Skills that cannot be engaged in because of prevailing health and safety advice will not be expected to be demonstrated for assessment. Alternative activities where the skill(s) can be demonstrated safely should be selected. The timeline for completion will remain unchanged. WRITTEN EXAMINATION Increased (Open) choice in Section A written examination. Candidates to answer any 10 of 12 questions in Section A. Section B: Answer all questions related to case study. The questions will draw general skills acquired across the specification. Any questions that springboard from the information provided in the stimulus case study will be such as to allow adequate opportunities for candidates to display their broader knowledge and understanding. Section C: Answer any three of the five questions in this section. HOME PHYSICAL EDUCATION 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 56 - HOME PHYSICS 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Section A (Three questions from four) Section B (Five questions from eight) First question from Section B: eight parts from 10. WRITTEN EXAMINATION Section A (Three questions from five) Section B (Five questions from nine) First question from Section B: eight parts from 12. ASSESSMENT ARRANGEMENTS 2021 - 57 - Higher WRITTEN EXAMINATION Section A: Q.1 Twelve questions of which candidates are asked to attempt 10. Section B: Q.2 Section B – Short answer and extended response questions on data-based case studies. All questions are compulsory. This section tests candidates on the analysis and interpretation of qualitative and/or quantitative social and political data. Data analysis is core to the teaching and learning in Politics and Society. The last question in this section asks candidates to draw on their wider knowledge of the theme presented in the data based documents to write a short discursive piece. Section C: Q.3, 4, 5 and 6 Candidates have to answer two questions out of four. These questions focus on four of the eight topics from the specification. Two of these four questions offer an (a) or (b) choice. These two options offer candidates different questions on broadly similar themes from the same topic. Due to the breadth of the course, this restricted choice means that candidates cannot present two essays on a similar theme. CITIZENSHIP PROJECT REPORT ASSESSMENT ARRANGEMENTS 2021 - 58 - WRITTEN EXAMINATION Section A: Q.1 Fifteen questions of which candidates will be asked to attempt 10. Section B: Q.2 The focus of this question will be narrowed to the information presented in the data based documents. This question will now ask candidates to analyse / compare / critique / discuss / evaluate / justify / comment on the given data pieces. Consequently, all candidates will be able to answer the question without drawing on further knowledge or information. There will be no advantage to candidates who will have previously studied the theme. Section C: Q.3, 4, 5, 6 and 7 Candidates will be asked to answer two questions out of five where only one question will have a restricted choice. HOME POLITICS AND SOCIETY 2021 ADJUSTMENTS CITIZENSHIP PROJECT REPORT No adjustment. Earlier completion date of 2 weeks to be specified by SEC. Ordinary WRITTEN EXAMINATION Section A: Q.1 There are 20 short answer questions in this section of which candidates are asked to attempt 15. Section B: Q.2, 3 and 4 This section consists of short answer and extended response questions on data-based case studies. All questions are compulsory. Section C: Q.5, 6, 7, 8, 9 and 10 Candidates have to answer 3 questions out of 6. These questions focus on a selection from the eight topics from across the specification. CITIZENSHIP PROJECT REPORT HOME POLITICS AND SOCIETY WRITTEN EXAMINATION Section A: Q.1 Candidates will be asked to attempt 10 of the 20 questions. Section B: Q.2, 3 and 4 No adjustment. Section C: Q.5, 6, 7, 8, 9 and 10 Candidates have to answer 3 questions out of 6. All essay questions in this section to have cues and prompts to scaffold candidates’ responses. CITIZENSHIP PROJECT REPORT No adjustment. Earlier completion date of two weeks to be specified by SEC. 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 59 - Higher COURSEWORK WRITTEN EXAMINATION Candidates must answer questions from the three units of the papers as follows: Unit one — one question from a choice of two must be answered; each question involves two or more parts and carries a total of 80 marks. Unit two — questions from two of three sections must be answered and carry a total of 160 marks; each section contains two or more questions/parts and carries a sub-total of 80 marks. Unit three — questions from one of four sections must be answered; each section comprises one or more questions/parts and carries a total of 80 marks. HOME RELIGIOUS EDUCATION COURSEWORK No adjustment. Earlier completion date of two weeks to be specified by SEC. WRITTEN EXAMINATION Candidates must answer questions from the three units of the papers as follows: Unit one — No adjustment. Unit two — questions from two of three sec- tions as currently given must be answered ca- rrying a total of 160 marks; each section would contain a choice of three questions/parts, two of which must be answered and carry a sub-to- tal of 80 marks. Unit three — questions from one of four sections as currently given must be answered; each section would contain a choice of two or more questions/parts and carry a total of 80 marks. 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 60 - Ordinary COURSEWORK WRITTEN EXAMINATION Candidates must answer questions from the three units of the papers as follows: Unit one — two questions from a choice of three must be answered and carries a total of 80 marks; each question involves two or more parts and carries a sub-total of 40 marks. Unit two — questions from two of three sections must be answered and carry a total of 160 marks; each section contains two or more questions/parts and carries a subtotal of 80 marks. Unit three — questions from one of four sections must be answered; each section comprises one or more questions/parts and carries a total of 80 marks. HOME RELIGIOUS EDUCATION COURSEWORK No adjustment. Earlier completion date of two weeks to be specified by SEC. WRITTEN EXAMINATION Candidates will be required to answer questions from the three units of the papers as follows: Unit one — one question from the choice of three as currently given; each question will involve two or more parts and carry a total of 80 marks. Unit two — questions from two of three sections as currently given must be answered carrying a total of 160 marks; each section will contain a choice of three questions/parts, two of which must be answered and carry a subtotal of 80 marks. Unit three — questions from one of four sections as currently given must be answered; each section will contain a choice of two or more questions/parts and carry a total of 80 marks. 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 61 - RUSSIAN HOME 2021 ADJUSTMENTS Higher ORAL EXAMINATION Twelve to 15 minute oral examination with three sections given equal time General conversation (narrative) candidates talk about themselves and their lives (40 marks) General conversation (discursive) candidates talk about an aspect of Russian life or culture (30 marks) Five picture sequences prepared of which one will be asked in the examination OR Prepared project on which questions will be asked during the examination (30 marks). AURAL EXAMINATION WRITTEN EXAMINATION Section I Two reading comprehensions (100 marks) each with compulsory questions concluding with language and/or cultural awareness questions. Structuring Discourse - compulsory (20 marks) Section II Written expression with grammar (30 marks), a short essay based on Russian culture (30 marks) and guided writing with an option to choose between writing a letter, a narrative or a discussion. There are no choices within this choice (40 marks). ORAL EXAMINATION General conversation - discursive. Reduce the cultural awareness topics from five to three identified topics (see below) which will be published: • Everyday life in Ireland and Russia • Aspects of Russian culture • Aspects of contemporary Russian life Picture sequences: Three picture sequences to be prepared of which one will be asked in the examination. AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION Comprehensions: Choice will be built into the language and/or cultural awareness questions at the end of the two comprehensions. Guided writing - increased choice. Choice between two letters, two narratives, two discussions - candidates attempt one only. ASSESSMENT ARRANGEMENTS 2021 - 62 - RUSSIAN HOME 2021 ADJUSTMENTS Ordinary ORAL EXAMINATION Twelve to 15 minute oral examination with three sections given equal time General conversation (narrative) candidates talk about themselves and their lives (40 marks) General conversation (discursive) candidates talk about an aspect of Russian life or culture (30 marks) Five picture sequences prepared of which one will be asked in the examination OR Prepared project on which questions will be asked during the examination (30 marks). AURAL EXAMINATION WRITTEN EXAMINATION Section I Two reading comprehensions (60 marks) each with compulsory questions concluding with language and/or cultural awareness questions followed by a Mix and match exercise (40 marks); structuring discourse (20 marks) and a comprehension (40 marks) - all of which are compulsory. Section II Short answers: Two three-five sentence answers from a choice of five topics based on candidates’ cultural awareness of Russia (30 marks). Extended writing: (30 marks) candidates are directed to use the prompts given in the question ORAL EXAMINATION General conversation - discursive. Reduce the cultural awareness topics from five to three identified topics (see below) which will be published: • Everyday life in Ireland and Russia • Aspects of Russian culture • Aspects of contemporary Russian life Picture sequences: Three picture sequences to be prepared of which one will be asked in the examination. AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION Comprehensions: Choice will be built into the language and/or cultural awareness questions at the end of the two comprehensions. Structuring discourse: offer a choice between the two exercises here. Candidates will write about one topic instead of two. It is proposed to insert a clause in the instruc- tions for candidates (see below) in order to provide flexibility in answering this question, 'You may use the following prompts.' ASSESSMENT ARRANGEMENTS 2021 - 63 - SPANISH HOME 2021 ADJUSTMENTS Higher ORAL EXAMINATION General Conversation - 10 minutes Role play (one of five) - approx. 3-5 minutes AURAL EXAMINATION WRITTEN EXAMINATION Section A = 70 marks (choice of (a) Prescribed literature or (b) Journalistic text = 50 marks) and two short comprehensions = 20 marks. Section B Question five, candidates write one opinion piece out of a choice of two. Section C 1. Candidates complete (a) Dialogue construc- tion or (b) Formal Letter = 30 marks. Both have five points to be completed in Spanish. 2. Candidates complete (a) Diary entry or (b) Note in Spanish = 20 marks. Both have four points to be completed in Spanish. ORAL EXAMINATION No adjustment. Candidates prepare three role plays instead of five and will be examined on one role play. AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No adjustment. Section B, Question five, candidates write one opinion piece out of a choice of three. Section C 1. Candidates will be given a choice of com- pleting any five of the following six ‘turns’ in Spanish in (a) Dialogue and the ‘turns’ to be shortened in length to two sentences each. In (b) Formal letter, candidates can do any five out of a possible eight points, allowing greater choice. 2. Candidates to be given a choice of completing any four of the following five points in Spanish in both (a) and (b), allowing greater choice. ASSESSMENT ARRANGEMENTS 2021 - 64 - SPANISH HOME 2021 ADJUSTMENTS Ordinary ORAL EXAMINATION General Conversation = 70 marks, 10 minutes Role play (one of five) = 30 marks, approx. 3-5 minutes. AURAL EXAMINATION WRITTEN EXAMINATION Section A (Five reading comprehensions) Section B 1. Candidates complete an informal letter in Spanish. This has five points to be completed. 2. Candidates complete (a) Diary entry or (b) Note in Spanish. Both have four points to be completed in Spanish. ORAL EXAMINATION No adjustment. Candidates prepare three role plays instead of five and are examined on one role play. AURAL EXAMINATION No adjustment. WRITTEN EXAMINATION No adjustment. Candidates to be given a choice of completing five out of eight points in Spanish on the letter, giving greater choice. Candidates will be given a choice of completing four out of five points in Spanish in either (a) or (b) giving greater choice. ASSESSMENT ARRANGEMENTS 2021 - 65 - HOME 2021 ADJUSTMENTS Higher COURSEWORK TECHNOLOGY COURSEWORK Briefs issue 1st October approx. Completion date 30th March approx. WRITTEN EXAMINATION Section A (core – compulsory) Answer 12 of 15 short questions. Section B (core - compulsory) Answer 2 long questions. Section C (optional topics) Answer two of five long questions Coursework briefs for 2021 candidates will issue earlier. WRITTEN EXAMINATION No adjustment. No adjustment. Answer one of five long questions. ASSESSMENT ARRANGEMENTS 2021 - 66 - HOME 2021 ADJUSTMENTS Ordinary COURSEWORK TECHNOLOGY COURSEWORK Briefs issue 1st October approx. Completion date 30th March approx. WRITTEN EXAMINATION Section A (core – compulsory) Answer 12 of 15 short questions Section B (core - compulsory) Answer 2 long questions Section C (optional topics) Answer two of five long questions. Coursework briefs for 2021 candidates will issue earlier. WRITTEN EXAMINATION No adjustment. No adjustment. Answer one of five long questions. ASSESSMENT ARRANGEMENTS 2021 - 67 - HOME NON-CURRICULAR LANGUAGES 2021 ADJUSTMENTS Higher WRITTEN EXAMINATION General information on the assessment of non-curricular EU languages can be accessed at examinations.ie/?l=en&mc=ex&sc=eu. WRITTEN EXAMINATION No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 68 - HOME LEAVING CERTIFICATE APPLIED PROGRAMME 2021 ADJUSTMENTS Advice on the curriculum and assessment arrangements for the LCA Year 1 and Year 2 students for the academic year 2020/21 is set out in Leaving Certificate Applied (LCA): Advice for management and teachers of LCA 2020/21 in Second-Level Schools and Centres for Education available at www.gov. ie/en/publication/7acad-reopening-our-post- primary-schools/. Additional information on the adjustments to the assessment arrangements for students en- tering Year 2 of LCA 2021 are set out below. PRACTICAL COURSEWORK BRIEFS All briefs that do not already issue at the start of the year, will be issued to schools earlier than normal. The disruption to teaching and learning during session 2 owing to Covid-19 restrictions and the school closure period will be taken into account in the assessment of the component. ORAL TESTS Oral tests in English and Communications for students in Year 2 will transact as normal. However, allowances will be made in the assessment of, and the marking of the oral test in respect of disruption and loss of teaching and learning experienced by students due to restrictions and the school closure period. The same arrangements will apply for students in Year 2 in cases where a school has opted to study Gaeilge or a Modern European Language over the two years of the programme rather than completing it in either year one or year two. ASSESSMENT ARRANGEMENTS 2021 - 69 - FINAL EXAMINATIONS There will be no adjustment to the final examination papers but a scaling, by a factor of 1.15 will be applied to the mark awarded. For example, if a candidate is awarded a mark of 200 out of a total of 300 marks, this mark will be scaled by 1.15 so that the mark awarded for grading purposes will be 230 marks out of 300. The scaling will be implemented up to the total mark for the examination and capped at that total. For example, if a student is awarded 280 marks out of a total of 300 marks, then the scaling would give a mark of 322, but because this exceeds the total of 300, the candidate will be awarded the maximum mark available, which is 300 marks. HOME LEAVING CERTIFICATE VOCATIONAL PROGRAMME 1. PORTFOLIO (60%) 2. EXAMINATION PAPER (40%) 2021 ADJUSTMENTS Common Level COMPONENT: PORTFOLIO - CORE (140 MARKS) Four Core compulsory items with marks distributed as follows: • CV (25 marks) • Career Investigation (40 marks) • Summary report (40 marks) • Enterprise/Action plan (35 marks) COMPONENT: PORTFOLIO - CORE (170 MARKS) The CV remains compulsory with an adjusted mark of 40 while candidates can choose to submit any two of the remaining three items: • Career Investigation (adjusted to 65 marks) • Summary Report (adjusted to 65 marks) • Enterprise/Action plan (adjusted to 65 marks) The Summary Report will prove challenging in the coming year due to the type of activities generally undertaken for reporting purposes. Building in a choice here will allow those who have already completed it to submit it, if desired, but removes the obligation for those who haven't. In instances where candidates submit all three of these items, marks will be awarded for the highest scoring two. COMPONENT: PORTFOLIO - OPTIONAL (70 MARKS) Candidates submit one of the four optional items for assessment. The marks for this item will be adjusted from 50 to 70. The Diary of Work Experience and the Enterprise Reportwill prove challenging in the coming year due to the type of activities generally undertaken for reporting purposes. Building in a choice here will allow those who have already completed it to submit it, if desired, but removes the obligation for those who haven't. In instances where candidates submit two of these items, marks will be awarded for the highest scoring one. COMPONENT: PORTFOLIO - OPTIONAL (100 MARKS) Two out of four to be completed with marks allocated as follows: • Diary of work experience (50 marks) • Enterprise report (50 marks) • Recorded interview/presentation (50 marks) • Report on ‘My Own Place’ (50 marks) ASSESSMENT ARRANGEMENTS 2021 - 70 - Common Level Explanatory note: The weighting assigned to the Portfolio (60%) and the Written Paper (40%) needs to remain in place. In order: (a) to preserve the current balance between the core and optional elements of the portfolio; and (b) to provide an equitable choice between the core portfolio items. Maintaining the 60% weighting of the Portfolio means that the marks awarded to each Portfolio item needs to be adjusted up to the total of 240 marks. Optional Items - 1 item only • Diary of Work Experience (70 marks) • Enterprise Report (70 marks) • Recorded Interview (70 marks) • My Own Place (70 marks) EXAMINATION PAPER - (160 MARKS) Increase the number of questions to seven of which four must be answered. Issue the case study to schools six-school weeks prior to the examination. EXAMINATION PAPER - (160 MARKS) All sections to be attempted • Audio visual – all questions to be answered • Case study – all questions to be answered • General questions – six questions of which four must be answered. Case study issues to schools four school weeks prior to the examination. LEAVING CERTIFICATE VOCATIONAL PROGRAMME 1. PORTFOLIO (60%) 2. EXAMINATION PAPER (40%) HOME 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 71 - Higher WRITTEN EXAMINATION Total of seven questions – all to be completed. Questions 1A and 2A: Question 1A and Question 2A: translate into the vernacular a passage of Greek from the list of prescribed passages in Greek Through Reading. (N.B Numbering of passages non- consecutive) Nineteen passages are prescribed for both Ordinary and Higher Level. Twelve additional passages are prescribed at Higher Level only. (N.B Numbering of passages non- consecutive) Questions 1B and 2B: Answer one of two questions relating to the prescribed texts. Question 3: Unprescribed translation from Greek Question 4: Comprehension questions on a passage of unprescribed Greek prose Question 5: Translate five sentences into Greek. Question 6: Answer one of two questions relating to history. Question 7: Answer one of two questions relating to civilisation, myth and legend. ASSESSMENT ARRANGEMENTS 2021 - 72 - WRITTEN EXAMINATION No adjustment. Questions 1A and 2A: Reduce the nineteen passages prescribed for both Higher and Ordinary Level to a total of fifteen by removing the following passages: 35. Prometheus 36. The Sphinx 37. The frogs ask for a king 38. The town mouse and the country mouse. For Higher Level Only reduce the twelve prescribed passages to a total of nine by removing the following: 74. The battle of Salamis, 480 B.C. 75. Exploit of Queen Artemisia at Salamis 84. Battle of Marathon, 490 B.C. Questions 1B and 2B: Increased internal choice Answer one of three questions relating to the prescribed texts. No adjustment. No adjustment. Question 5: Increased internal choice Translate five sentences into Greek from a possible seven. Question 6: Increased internal choice Answer one of three questions relating to history. Question 7: Increased internal choice Answer one of three questions relating to civilisation, myth and legend. ANCIENT GREEK HOME 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION Total of seven questions – all to be completed. Questions 1A and 2A: Question 1A and Question 2A: translate into the vernacular a passage of Greek from the list of prescribed passages in Greek Through Reading. Nineteen passages are prescribed for both Ordinary and Higher Level. (N.B Numbering of passages non- consecutive). Questions 1B and 2B: Answer one of two questions relating to the prescribed texts. Question 3: Unprescribed translation from Greek. Question 4: Comprehension questions on a passage of unprescribed Greek prose. Question 5: Translate five sentences into Greek. Question 6: Answer one of two questions relating to history. Question 7: Answer one of two questions relating to civilisation, myth and legend. ASSESSMENT ARRANGEMENTS 2021 - 73 - WRITTEN EXAMINATION No adjustment Questions 1A and 2A: Reduce the nineteen passages prescribed for both Higher and Ordinary Level to a total of fifteen by removing the following passages: 35. Prometheus 36. The Sphinx 37. The frogs ask for a king 38. The town mouse and the country mouse. Questions 1B and 2B: Increased internal choice Answer one of three questions relating to the prescribed texts. No adjustment. No adjustment. Question 5: Increased internal choice Translate five sentences into Greek from a possible seven. Question 6: Increased internal choice Answer one of three questions relating to history. Question 7: Increased internal choice Answer one of three questions relating to c ivilisation, myth and legend. ANCIENT GREEK HOME 2021 ADJUSTMENTS HOME VISUAL ART 2021 ADJUSTMENTS Common COURSEWORK Based on a brief issued by the SEC in Sept. Each candidate must research, develop and execute two artefacts during a coursework period. This work is based on initial research which results in CBA2. COURSEWORK Based on a brief issued by the SEC in September, each candidate will research, develop and execute one artefact during a shorter coursework period. The artefact will have to be submitted three weeks in advance of the usual timeline. As it is linked to the final assessment, students must complete CBA2. ASSESSMENT ARRANGEMENTS 2021 - 74 - Common HOME BUSINESS STUDIES 2021 ADJUSTMENTS COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 75 - HOME CLASSICAL STUDIES 2021 ADJUSTMENTS Higher & Ordinary WRITTEN EXAMINATION Answer two topics from Section A and two topics from Section B and a fifth topic from Section A or B. The examination is graded out of 400 marks. WRITTEN EXAMINATION Answer two topics from Section A and two topics from Section B. The examination will be graded out of 320. ASSESSMENT ARRANGEMENTS 2021 - 76 - HOME ENGLISH 2021 ADJUSTMENTS Higher & Ordinary COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 77 - HOME FRENCH 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination (which includes a listening component). COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 78 - HOME GERMAN 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination (which includes a listening component). COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 79 - HOME GEOGRAPHY 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 80 - HOME HISTORY 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 81 - HOME 2021 ADJUSTMENTS Common COURSEWORK HOME ECONOMICS COURSEWORK Food Literacy Skills practical Examination: 1 hour and 30 minutes. An individual based examination. Based on a Food Literacy Skills brief issued by the SEC in December. The candidate will use the design brief process to research the elements of the brief which will result in CBA2. The chosen solution will be what the candidate will prepare, cook and serve in their Food Literacy skills Examination. WRITTEN EXAMINATION No adjustment. Briefs to be issued earlier at the beginning of November to allow extra time for the completion of CBA2. A reduction in the amount of items to be prepared and cooked in the Food Literacy Skills Examination. WRITTEN EXAMINATION No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 82 - HOME IRISH (T1 & T2) 2021 ADJUSTMENTS Higher & Ordinary COMPONENTS All have an externally marked Assessment Task and Written Examination (which includes a listening component). COMPONENTS The Written Examination will not be adjusted. As outlined in the specification, the content and format of the examination papers may vary from year to year. The structure and format indicated in the Sample Papers and any previous examinations of these new specifications will provide the general basis for the structure and format of the 2021 examinations. ASSESSMENT ARRANGEMENTS 2021 - 83 - HOME ITALIAN 2021 ADJUSTMENTS Common COMPONENTS COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. All have an externally marked Assessment Task and Written Examination (which includes a listening component). ASSESSMENT ARRANGEMENTS 2021 - 84 - HOME JEWISH STUDIES COURSEWORK 2021 ADJUSTMENTS Higher COURSEWORK WRITTEN EXAMINATION Candidates are required to answer questions on the two parts of the paper as follows: Part 1 four questions on one of two prescribed Project Titles for 2021; reference to three skills is required in answering question 4; questions on each title carrying a total of 80 marks. Part 2 Section A — all parts of all questions, carrying a total of 80 marks. Part 2 Section B — all parts within three of five questions, with each question carrying a total of 80 marks. No adjustment WRITTEN EXAMINATION Part 1 —will require reference to two rather than three skills in answering question 4 of Part 1. Part 2 Section A — Candidates will be allowed one choice of questions in this section Part 2 Section B — candidates will be allowed one choice of question within a part of each of the five questions given in this Section. ASSESSMENT ARRANGEMENTS 2021 - 85 - Ordinary COURSEWORK WRITTEN EXAMINATION Candidates are required to answer questions on the two parts of the paper as follows: Part 1 four questions on one of two prescribed Project Titles for 2021, reference to two skills is required in answering question 4; questions on each title carrying a total of 80 marks. Part 2 Section A — all parts of all questions, carrying a total of 80 marks. Part 2 Section B — all parts within three of five questions, with each question carrying a total of 80 marks. COURSEWORK No adjustment WRITTEN EXAMINATION Part 1 — candidates will be required to reference one rather than two skills in answering question 4 of Part 1. Part 2 Section A — candidates will be allowed one choice of questions in this section. Part 2 Section B — candidates will be allowed one choice of question within a part of each of the five questions given in this Section. HOME JEWISH STUDIES 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 86 - HOME LATIN 2021 ADJUSTMENTS Higher WRITTEN EXAMINATION WRITTEN EXAMINATION The list of prescribed text material will be reduced. Remove the following text requirement re Q1. Catullus (VI) Ovid (XXX) Virgil (XLII), (XLIII), (XXXVII), (XLV) Q2. No adjustment. Q3. No adjustment. Q4. No adjustment. Q5 Roman History 40 marks. Answer A (20 marks) and B (20 marks). Increase choice available here in in A. A. Answer 5 out of 12. Q.6 Roman Social Life and Civilisation Answer A and B. Increase choice available in A A. Answer 5 out of 12. Q1. Prescribed Poetry passage. 80 marks. Requirement 18 passages Catullus (V), (VI) Ovid (X) (XII) (XIII) (XXX) (XXXV) Virgil (XXXIX)) (XL), (XLII), (XLV) HLPrescribed Poetrypieces Ovid (XXXIV), (XXXVI) Virgil (XXXVII),(XXXVIII), (XLI), (XLIII) (XLIV) Q2. Unseen Translation. 80 marks. Q3. Unseen Comprehension and grammar. 80 marks. Q4. Composition or Unseen translation. 80 marks. Q5 Roman History 40 marks. Answer A and B choice of two parts in B. A. Answer 5 out of 10. Q6. Roman Social Life and Civilisation. 40 marks. Answer A and B. A. Answer 5 out of 10 ASSESSMENT ARRANGEMENTS 2021 - 87 - HOME LATIN 2021 ADJUSTMENTS Ordinary WRITTEN EXAMINATION WRITTEN EXAMINATION The list of prescribed text material will be reduced. Remove the following text requirement for Ordinary Level Catullus (VI) Ovid (XXX) Virgil (XLII) (XLV) Q2. No adjustment. Q3. No adjustment. Q4. No adjustment. Q5 Roman History 40 marks. Answer A(20 marks) and B(20 marks). Increase choice available here in A. A. Answer five out of 12. Q.6 Roman Social Life and Civilisation Answer A and B. Increase choice available in A. A. Answer six out of 12. Q1. Prescribed Poetry passage. 80 marks. Eleven Prescribed Poetry texts for Ordinary Level Catullus (V) (VI) Ovid (X),(XII),(XIII), (XXX),(XXXV) Virgil (XXXIX)),(XL), (XLII), (XLV) Q2. Unseen Translation. 80 marks. Q3. Unseen Comprehension and grammar 80 marks. Q4. Composition or Unseen translation. 80 marks. Q5 Roman History 40 marks. Answer A and B choice of two parts in B. A. Answer five out of 10. Q6. Roman Social Life and Civilisation 40 marks. Answer A and B. A. Answer five out of 10. ASSESSMENT ARRANGEMENTS 2021 - 88 - HOME MATHEMATICS 2021 ADJUSTMENTS Higher and Ordinary COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 89 - METALWORK HOME 2021 ADJUSTMENTS Higher and Ordinary TECHNIQUES AND DESIGN PROJECT Project must be completed by the first Friday in April 2021. PRACTICAL SKILLS EXAMINATION Candidates are required to prepare materials and make components, according to the materials list and drawings shown in S58(ML2), by late April 2021, in advance of the Metalwork Practical Examination schedule (over two weeks late April/early May). S58(ML2) issues from SEC from mid-October 2020. Note: S58 (ML1 AND ML2) are issued annually by the SEC along with the Techniques and Design project. WRITTEN EXAMINATION Candidates Answer Question 1: Section A (20 marks) and Section B (20 marks) and Three other questions (20 marks each). Total: 100 marks. Candidates Answer Question 1: Section A (20 marks) and Section B (20 marks) and Three other questions (20 marks each). Total: 100 marks. ASSESSMENT ARRANGEMENTS 2021 - 90 - TECHNIQUES AND DESIGN PROJECT Early release of project September 2020. Earlier completion date of two weeks to be specified by SEC PRACTICAL SKILLS EXAMINATION The Metalwork teacher may prepare the materials and make the components required for the examination, according to the materials list and drawings that will issue from the SEC in S58(ML1). Alternatively, the school may outsource this preparatory work. The marking scheme for this component will be adjusted as candidates will not be awarded any marks for prepared work. These marks will be allocated across the remaining sections of the marking scheme. WRITTEN EXAMINATION Increased (Open) choice in written examination. Question 1 Section A (20 marks) and Section B (20 marks) each become standalone Questions. Candidates now asked to answer any five from eight questions (20 marks each). Total: 100 marks. Note: In Q1 (Section A) candidates will now be asked to answer any four from seven parts (was five from seven parts). Increased (OPEN)choice in written examination. Question 1 Section A (20 marks) and Section B (20 marks) each become standalone Questions. Candidates now asked to answer any five from seven questions (20 marks each). Total: 100 marks. Note: In Q1 (Section A) candidates will now be asked to answer any eight from 12 parts (was 10 from 12 parts). Higher Ordinary HOME 2021 ADJUSTMENTS Higher COURSEWORK MAT. TECH. WOOD COURSEWORK Candidates' submitted coursework must include: 1. Artefact (130 marks – 65%) 2. Folio (70 marks – 35%) The coursework design is selected from three possible design briefs which are forwarded to schools in late October/early November. Coursework must be complete by the last Friday in April. WRITTEN EXAMINATION Section A: Twenty short response questions, answer any 16. Section B: Five questions, answer any three. Question 5 is presented as a 5A or 5B (two options), answer only one. Section B - 60 marks. Design briefs 2021 to issue earlier. Earlier completion date of two weeks to be specified by SEC. Design briefs will include advice to candidates and teachers to give careful consideration to artefact design in 2021, given the period of school closure in the 2019/20 school year and potential loss of further time. WRITTEN EXAMINATION Section A: Twenty short response questions, answer any 10. Section B: Six questions, answer three. Questions 5A and 5B now become standalone questions. ASSESSMENT ARRANGEMENTS 2021 - 91 - HOME 2021 ADJUSTMENTS Ordinary COURSEWORK MAT. TECH. WOOD COURSEWORK Candidates' submitted coursework must include: 1. Artefact (75%) 2. Folio (25%) The coursework design is selected from three possible design briefs which are forwarded to schools in late October/early November. Coursework must be complete by the last Friday in April. WRITTEN EXAMINATION Section A: Twenty short response questions, answer any 16. Section B: Five questions, answer any three. Question 5 is presented as a 5A and 5B (2 options), answer only one. Design briefs 2021 to issue earlier. Earlier completion date of two weeks to be specified by SEC. Advice to candidates and teachers to give careful consideration to artefact design in 2021, given the period of school closure in the 2019/20 school year and potential loss of further time. WRITTEN EXAMINATION Section A: Twenty short response questions, answer any 10. Section B: Six questions, answer three. Questions 5A and 5B now become standalone questions. ASSESSMENT ARRANGEMENTS 2021 - 92 - Common PRACTICAL Perform three pieces/songs Unprepared test. WRITTEN EXAMINATION COURSEWORK Perform two pieces/songs Unprepared test. WRITTEN EXAMINATION No adjustment. HOME MUSIC 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 93 - Higher COURSEWORK WRITTEN EXAMINATION Candidates answer questions from the five sections on the papers as follows: Section 1 — ten of 20 questions carrying five marks each and a total of 50 marks. Section 2 — three of four questions, subdivided into three parts each with a sub-total of 10 marks and a section total of 30 marks. Section 3 —all questions (three or four) given in this section, carrying a total of 50 marks. Section 4 — four of six questions each subdivided into parts and carrying a sub-total of 50 marks. Section 5 - one of six questions each carrying a total of 70 marks HOME RELIGIOUS EDUCATION COURSEWORK No adjustment. Earlier completion date of two weeks to be specified by SEC. WRITTEN EXAMINATION No adjustment. Section 2 allow candidates answer two of four questions, subdivided into three parts with a sub-total of 15 marks each and a section total of 30 marks. Section 3 allow one choice within a part of one question that candidates are required to answer in this section. Section 4 allow one choice within a part of each question in this section. Candidates would still be required to answer four of the six questions in this section, with each question carrying a sub-total of 50 marks. No adjustment. 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 94 - Ordinary COURSEWORK WRITTEN EXAMINATION Current arrangement: Candidates answer questions from the four sections on the papers as follows: Section 1 — ten of 20 questions carrying eight marks each and a total of 80 marks. Section 2 — three of four questions, subdivided into three parts each with a sub-total of 20 marks and a section total of 60 marks. Section 3 — all questions (three or four) given in this section, carrying a total of 60 marks. Section 4 —five of six questions each subdivided into parts and carrying a sub-total of 40 marks. HOME RELIGIOUS EDUCATION COURSEWORK No adjustment. Earlier completion date of 2 weeks to be specified by SEC. WRITTEN EXAMINATION No adjustment Section 2 allow candidates answer two of four questions, subdivided into three parts with a sub-total of 30 marks each and a section total of 60 marks. No adjustment Section 4 allow candidates answer all parts in four of six questions, each carrying a sub-total of 50 marks. 2021 ADJUSTMENTS ASSESSMENT ARRANGEMENTS 2021 - 95 - HOME SCIENCE 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination. COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 96 - HOME SPANISH 2021 ADJUSTMENTS Common COMPONENTS All have an externally marked Assessment Task and Written Examination (which includes a listening component). COMPONENTS The AT element will not be examined in 2021. The Written Examination will not be adjusted from the structure and format indicated in the Sample Papers and any previous examinations of these new specifications. ASSESSMENT ARRANGEMENTS 2021 - 97 - HOME TECHNICAL GRAPHICS WRITTEN EXAMINATION No adjustment. Section B Answer three from six long questions. No adjustment. Section B Answer three from six long questions. 2021 ADJUSTMENTS Higher Ordinary WRITTEN EXAMINATION Section A Answer 10 of 15 short questions. Section B Answer four from six long questions. Section A Answer 10 of 15 short questions. Section B Answer four from six long questions. ASSESSMENT ARRANGEMENTS 2021 - 98 - HOME TECHNOLOGY COURSEWORK 2021 ADJUSTMENTS Higher COURSEWORK WRITTEN EXAMINATION Section A Answer 25 of 32 short questions. Section B Two long questions presented: Attempt either (a) or (b) from each. Section C Four long questions presented, attempt one. Brief to issue earlier. Earlier completion date of two weeks to be specified by SEC. WRITTEN EXAMINATION Section A Answer 20 of 32 short questions. Section B T wo long questions presented: Attempt any two parts from the two questions presented. Section C No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 99 - HOME TECHNOLOGY COURSEWORK 2021 ADJUSTMENTS Ordinary COURSEWORK WRITTEN EXAMINATION Section A Answer 16 of 20 short questions. Section B Four long questions presented, attempt any two questions. Brief to issue earlier. Earlier completion date of 2 weeks to be specified by SEC. WRITTEN EXAMINATION Section A Answer 10 of 20 short questions. Section B No adjustment. ASSESSMENT ARRANGEMENTS 2021 - 100 -
MATHS WEEK starts today
Created : 11 Oct 2020, 10:19 PM
Archived : 16 Oct 2020, 1:00 AM
'Maths Week 2020 takes place from the 10th to 18th October. Maths Week aims to promote and develop a positive attitude towards Maths in young people, and a wider awareness of the importance of Maths across all sectors of society. Throughout the course of this week BCS students will be engaging in a wide variety of Maths activities in school. Maths puzzles are one of the best ways to encourage student engagement and develop problem-solving and logical thinking. Each day this week we will be posting a Maths problem that we would like you at home to solve. The solution will be posted the following day. These recreational Maths puzzles are a great way to keep the brain sharp, learn and have fun at home! Best of luck.' Puzzle for Monday attached here

Pdf-1
BCS Reopening Update
Created : 13 Aug 2020, 3:08 PM
Archived : 14 Oct 2020, 12:00 AM
BCS School Reopening Information Dear Parent/Guardian, I hope all of our BCS families have had a pleasant and safe summer. I am writing to inform you of some practical items of information regarding reopening at BCS. Schedule of return of students 1. All students will be returning to BCS for the 2020/21 academic year for the full school day each week following the full induction of each year group 2. Students will return on a staggered basis so that we can reintegrate students safely and educate them as to the requirements of the new normal at school. We will prioritise the return of our 6th and 3rd years. Schedule 28th Aug, 31st Aug and 1st Sept.​ - Staff Planning and training days Wednesday 2nd September​ - 6th Yrs Induction day Thursday 3rd September​​ - 5th Yr Induction day ( 6th Yrs normal school day) Friday 4th September​​ - 3rd Yr Induction day (with 6th Yrs) Monday 7th September. ​​- 2nd Yr Induction day (with 3rd & 6th Yrs) Tuesday 8th September​​ - 1st Yr Induction ( with 3rd & 6th Yrs) Wednesday 9th September​ - All Years (except TY) Thursday 10th September​ - TY Induction (All years) Friday 11th September​​ - All years from now on The staggered return is crucial in ensuring we have every year group up to speed re Covid 19 etiquette. Please note that Induction days will be normal school days running to bus times as usual. (Half days continue as normal on Wednesdays.) Uniform Students will wear normal school uniform and PE uniform on alternate days to ensure parents/guardians have the opportunity to clean them. (Just to clarify we have introduced a new PE uniform for 1st years. All other years can use the existing Pe uniform but can buy the new one if they so choose). Classrooms The vast majority of our classrooms are 49 square mtrs which means they will accommodate 24 students and 1 teacher as per DES guidelines. If the number of students exceeds 24 students we have additional classrooms of a bigger size which will accommodate these classes observing 1 metre intervals. Some classrooms will have been reconfigured during the summer to improve social distancing. We have also purchased 4 new classrooms. Masks Students will have to wear cloth masks in school.Please note that on medical grounds it may be more appropriate for some students to wear visors. Students bring their own masks and wash them regularly. Teachers will wear masks or visors in school. Sanitising There will be hand sanitiser stations at each entrance and exit of the school and in each classroom. Students will be briefed of expectations re hand washing hygiene etc at each classes induction day respectively. Isolation Room There will be an isolation room for a student who is feeling ill and home will be notified. Teacher/Students who are ill Students and/or Teachers who are ill are asked not to attend school and are asked to visit their GP. Lockers/Books Due to DES advice we have been told to declutter classrooms by taking out excess materials. We are also removing lockers and racks to ease corridor movement and to improve social distancing. Students will be advised as to what books are needed on a day to day basis on a rota basis. As books are online, teachers will be referring to them in the class on the interactive whiteboards and students will use their refill pads or notebooks for notes and refer to books at home. Year Heads, Tutors and subject teachers will inform students of what is required on a weekly basis to avoid too many heavy books being brought to school (generally 3 or 4 a day). BCS Covid 19 School Policy Statement Our policy statement is near completion and once sanctioned will be provided for our school community. Return to work All our staff have to complete return to work questionnaire. Lead Worker Representatives We have appointed 2 LWRs at BCS. Colm Perrott is representing the teaching staff and Tina Meagher the non teaching staff. Risk Assessment We have a Risk Assessment document with is near completion for sanction and will be provided for our school community. School Contract Tracing Log We will be keeping a school contact tracing log for necessary visitors . Our own VSWARE and Roll Call System will monitor student attendance as usual. Students leaving during the day will have to be signed out by Parents/Guardians as usual. Cleaning We have adopted HPSC advice re environmental hygiene. They will take place once a day and with regular cleaning of touched surfaces, cleaning materials for staff and students to assist with cleaning their own desks or immediate workspaces, personal items, shared items and safe emptying of bins. Roll Call The roll call each morning will be done by the class teacher at that time. The class tutors will liaise with their students during each week. Lunch Times We will stagger the lunch breaks to reduce student congestion. This will mean that Senior students (TY, 5th & 6th ) will have their lunch between 12.25 and 1.05pm and Junior students will have their break between 1.05 and 1.45 pm. Small Break 10.45 -11.05 am Small break will involve students being based in assigned areas for their break to avoid unnecessary intersection. Canteen The school canteen will have separate food distributed sites with pre prepared packaged sandwiches, rolls, fruit etc. There will be no hot food. This is being done to reduce queuing and improve social distancing. Information Video The Dept are working on an information video on the reopening of schools. This will be available in the coming week. This is the information we have been working on to date. We are releasing this bulletin to parents/guardians and students following meetings this week involving Year Heads, Senior Management, Middle Management and all staff teaching and non teaching. We hope this clarifies things ahead of the school reopening. We will do our very best to ensure this reopening is as smooth and efficient as possible. Please bear with us as we work our way through this process. It is complex and requires the cooperation and goodwill of all stakeholders. I thank you for your kind support and guidance, thus far, and we will all get through these days together. Ní neart go cur le chéile Denis Ring
COVID Response Plan
Created : 28 Jul 2020, 11:34 AM
Archived : 28 Sep 2020, 12:00 AM
COVID-19 Response Plan for the safe and sustainable reopening of Post Primary Schools 27 July 2020 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Table of Contents: 1) Introduction 2) What is a School COVID-19 Response Plan? 3) School COVID-19 Policy 4) Planning and Preparing for Return to School 4.1) Induction Training 4.2) Procedure for Returning to Work (RTW) 4.3) Lead Worker Representative (LWR) 4.4) Display signage 4.5) Making changes to school layout 4.6) Update Safety and Risk Assessment 4.7) Access to the School and Contact Log 5) Control 5.1) Know the Symptoms of COVID-19 5.2) Respiratory Hygiene 5.3) Hand Hygiene 5.4) Physical Distancing 5.5) Use of PPE in Schools 6) Impact of COVID-19 on certain school activities 7) Hygiene and Cleaning in School 8) Dealing with a suspected case 9) Staff Duties 10) Absence Management 11) Employee Assistance and Wellbeing Programme Measures – To prevent Introduction and Spread of COVID-19 in Schools This is a living document and may be reviewed and amended to take into account new guidance from www.Gov.ie, www.dbei.ie , www.hse.ie, www.hpsc.ie, www.hsa.ie; www.education.ie or agreements with education partners as appropriate for post primary schools. —— 2 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Template COVID-19 School Policy Statement Pre-Return to Work Questionnaire COVID-19 Lead Worker Representative Risk Assessment School Contact Tracing Log Checklist for School Managers Checklist for Managing a Suspected Case of COVID-19 Checklist for Lead Worker Representative Checklist for Cleaning —— 3 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 1) Introduction The Minister for Education has published “The Roadmap for the Full Return to School” on the 27th July. It sets out what the operation of schools will look like and the range of supports which will be available in a COVID-19 context. It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC) and in compliance with the “Return to Work Safely Protocols” developed by the Department of Business, Enterprise and Innovation and the Department of Health with guidance documents provided by the Health and Safety Authority (HSA). Each workplace is required to have a COVID-19 Response Plan. In addition to being places of learning, schools are also places of work. This document sets out the information that post primary schools need to implement a School COVID-19 Response Plan, including a COVID-19 policy, lead worker representative/s (LWR) and a process to deal with a suspected case of COVID-19. The purpose of this document is to provide clear and helpful guidance for the safe operation of post primary schools through the prevention, early detection and control of COVID-19. It provides key messages to minimise the risk of COVID-19 for staff, students, families and the wider community while recognising the importance of education for the health and wellbeing of students and society as a whole. This document focuses on the practical steps which can be taken in post primary schools to minimise the risk of infection while recognising that no interpersonal activity is without risk of transmission of infection at any time. The documentation and templates in this booklet are supported by the public health advice provided by the Health Protection Surveillance Centre (HPSC) for the safe reopening of schools and educational facilities. That report is available here. One of the key challenges is to balance the need for a practical and sensible level of caution with the need to provide a supportive environment for teaching and learning. This document identifies the steps schools can take to do everything practical to avoid the introduction of COVID-19 into the school and the steps that can be taken to reduce the likelihood of the spread within the school itself in the event that COVID-19 is introduced to the school. The Department has worked intensively with the education partners to develop consistent plans, advice, protocols and guidance for schools, including the School COVID-19 Response plan. There is a suite of documentation available to support schools to reopen safely and fully including guidance on learning, school programmes and wellbeing for the 2020/21 school year. There is also information on funding, staffing and resources to schools to support COVID-19 measures. Schools are advised to —— 4 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools familiarise themselves with these documents. All of the documents will be available at gov.ie/backtoschool In addition the Department has a communication plan for school reopening which focuses on ensuring that schools, school communities and all stakeholders will have the relevant information to support the reopening and continued operation of schools. There is a particular focus on supporting parents and students through the appropriate use of media channels, through schools themselves and on gov.ie —— 5 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 2) What is a COVID-19 Response Plan? A COVID-19 Response Plan is designed to support the staff and Board of Management (BOM)/Education Training Board (ETB) in putting measures in place that aim to prevent the spread of COVID-19 in the school environment The COVID-19 Response Plan details the policies and practices necessary for a school to meet the Government’s ‘Return to Work Safely Protocol’, the Department of Education plan for school reopening that will aim to prevent the introduction and spread of COVID-19 in the school environment. It is important that the resumption of school based teaching and learning and the reopening of schools complies with the public health advice and guidance documents prepared by the Department. Doing so minimises the risk to students, staff and others. The response plan supports the sustainable reopening of school where the overriding objective is to protect the health of staff and students while promoting the educational and development needs of the children in the school. The COVID-19 response plan is a living document and will be updated in line with the public health advice and any other relevant agreement with education partners as appropriate for post primary schools. In line with the Return to Work Safely Protocol, the key to a safe and sustainable return to work, and reopening of schools requires strong communication and a shared collaborative approach between the BOM/ETB, staff, students and parents. The assistance and cooperation of all staff, students, parents, contractors and visitors is critical to the success of the plan. Every effort is made to ensure the accuracy of the information provided in this document. However, should errors or omissions be identified, please notify us so that appropriate measures can be taken to rectify same. —— 6 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 3) School COVID-19 Policy A COVID-19 policy outlines the commitment of the school to implement the plan and help prevent the spread of the virus. The policy will be signed and dated by the chairperson and principal of the BOM/ETB and brought to the attention of the staff, students, parents and others. Schools must have a COVID-19 policy in place prior to the reopening of schools for the 2020/21 school year. A template of a School COVID-19 policy can be found at Appendix 1. 4) Planning and Preparing for Return to School The BOM/ETB aims to facilitate the resumption of school based teaching and learning and the return to the workplace of staff. The return to the workplace must be done safely and in strict adherence to the public health advice and any guidance issued by the Department of Education. Details for the safe reopening of the schools and the applicable controls are outlined in this document. Before reopening schools for the 2020/21 school year each school will need to have processes in place to include the following:  Means of keeping up to date with public health advice, changes to any Government plans for the safe reopening of society and Department of Education updates;  Means of passing on this information in a timely manner to staff, students, parents and others as required;  Ensured that staff have reviewed the training materials provided by the Department of Education (details at Section 4.1);  Provided staff with access to the Return to Work (RTW) form (details at Section 4.2);  Identified a Lead Worker representative (details at Section 4.3);  Displayed posters and other signage to prevent introduction and spread of COVID-19 (details at Section 4.4);  Made the necessary changes to the school layout to support the redesign of classrooms to support physical distancing (details at Section 4.5);  Removed unnecessary clutter to facilitate ongoing cleaning of the school but take into account the importance of having educational materials to create a stimulating learning environment;  Updated the health and safety risk assessment (details at Section 4.6); 7 —— COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Made necessary arrangements to restrict access to the school and maintain records of contacts to the school (details at 4.7);  Reviewed the school buildings to check the following: • Does the water system need flushing at outlets following low usage to prevent Legionella disease; • Has school equipment and mechanical ventilation been checked for signs of deterioration or damage before being used again; • Have bin collections and other essential services resumed. There are checklists in place to assist schools on the details of what is needed for these arrangements in the appendices of this plan. 4.1) Induction Training All staff will undertake and complete COVID-19 Induction Training prior to returning to the school building. The aim of such training is to ensure that staff have full knowledge and understanding of the following:  Latest up to-date advice and guidance on public health  COVID-19 symptoms  What to do if a staff member or pupil develops symptoms of COVID-19 while at school  Outline of the COVID-19 response plan Staff will be kept fully informed of the control measures in place in the school and their duties and responsibilities in preventing the spread of COVID-19 and will be updated with any changes to the control measures or guidance available from the public health authorities. If a staff member is unsure about any aspect of the COVID-19 Response Plan, the associated control measures, or his/her duties, he/she should immediately seek guidance from the Principal who is supported in this role by the BOM/ETB. Note: Induction Training for reopening schools in the new school year is under development by the Department. This will be made available to all schools and staff in advance of school reopening. Details of the training, once it becomes available, will be found here. —— 8 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools A national information campaign to support parents and students will happen in advance of schools reopening on issues such as COVID-19 awareness and to help minimise the risk of introduction and spread of the virus in schools. 4.2) Procedure for Returning to Work (RTW) In order to return to the workplace, staff must complete a Return to Work (RTW) form, which is available electronically or from the principal. A hard copy is attached also at Appendix 2. A RTW form should be completed and returned 3 days before returning to work. On receipt of the completed form the principal will provide details of the Induction Training for completion by staff prior to the return to the workplace and details of any additional health and safety measures in place in the school to facilitate the staff member’s return to the school facility. There are some school staff who may be unable to return to school. Current public health guidelines have identified these people as being in groups who are defined as being at very high risk. People at very high risk (extremely vulnerable): The list of people in very high risk groups include people who:  are over 70 years of age – even if fit and well  have had an organ transplant  are undergoing active chemotherapy for cancer  are having radical radiotherapy for lung cancer  have cancers of the blood or bone marrow such as leukaemia, lymphoma or myeloma who are at any stage of treatment  are having immunotherapy or other continuing antibody treatments for cancer  are having other targeted cancer treatments which can affect the immune system, such as protein kinase inhibitors or PARP inhibitors  have had bone marrow or stem cell transplants in the last 6 months, or who are still taking immunosuppression drugs  have severe respiratory conditions including cystic fibrosis, severe asthma, pulmonary fibrosis, lung fibrosis, interstitial lung disease and severe COPD  have a condition that means they have a very high risk of getting infections (such —— 9 as SCID, homozygous sickle cell) COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  are taking medicine that makes you much more likely to get infections (such as high doses of steroids or immunosuppression therapies)  have a serious heart condition and are pregnant The advice for this group is available from the HSE. Details of the arrangements that will apply for these staff, which will be in accordance with those applying for the public service generally, will be updated by the Department of Education following consultation with management bodies and unions and a circular will issue to all schools. 4.3) Lead Worker Representative The protocol provides for the appointment of a Lead Worker Representative (LWR) in each workplace. The LWR will work in collaboration with the employer to assist in the implementation of measures to prevent the spread of COVID -19 and monitor adherence to those measures and to be involved in communicating the health advice around COVID- 19 in the workplace. This section sets out how the provisions will operate in respect of schools. These arrangements will operate for the 2020/21 school year and will be kept under review. Responsibility for the development and implementation of the COVID-19 Response Plan and the associated control measures lies with the Board of Management/ Education and Training Board and school management. Strong communication and a shared collaborative approach is key to protecting against the spread of COVID-19 in schools, and looking after the health, safety and wellbeing of staff and students. Adherence to the Return to Work Protocol will only be achieved if everyone has a shared obligation in implementing the measures contained within the Protocol in their place of work. If a staff member has any concerns or observations in relation to the COVID-19 Response Plan, control measures or the adherence to such measures by staff, students or others, they should contact the LWR who will engage with school management. The role of LWR is separate to that of the Safety Representative under the health and safety legislation. However the Safety Representative may act as the LWR if selected to do so by the staff. —— 10 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools In summary, the role of the LWR is to:  Represent all staff in the workplace regardless of role, and be aware of specific issues that may arise in respect of different staff cohorts;  Keep up to date with the latest COVID-19 public health advice;  Work collaboratively with school management to ensure, so far as is reasonably practicable, the safety, health and welfare of employees in relation to COVID-19;  Consult with school management on the control measures required to minimise the risk of staff and students being exposed to COVID-19;  Promote good hygiene practices, in conjunction with school management, such as washing hands regularly and maintaining good respiratory etiquette along with maintaining social distancing in accordance with public health advice;  Assist school management with the implementation of measures to suppress COVID-19 in the workplace in line with the Return to Work Safely Protocol and current public health advice;  Monitor, in conjunction with school management, adherence to measures put in place to prevent the spread of COVID-19;  Conduct reviews of safety measures that are in place to address and suppress COVID-19 in the workplace. Reviews (including an examination of the workplace) should be conducted on a regular basis (at least twice per week);  Report any issues of concern immediately to school management and keep records of such issues and actions taken to rectify them;  Consult with the school management on the school’s COVID-19 Response Plan in the event of someone developing COVID-19 while in school including the location of an isolation area and a safe route to that area;  Following any incident, assess with the school management any follow up action that is required;  Consult with colleagues on matters relating to COVID-19 in the workplace;  Make representations to school management on behalf of their colleagues on matters relating to COVID-19 in the workplace. If a staff member has any concerns or observations in relation to the COVID-19 response plan, control measures or the adherence to such measures by staff, students or other s/he should contact the LWR/s who will engage with the Principal/ETB. Names of Lead Worker Representative/s: Contact details: —— 11 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools All staff, students, parents, contractors and visitors have a responsibility, both as individuals and collectively to have due regard for their own health and safety and that of others and to assist with the implementation of the COVID-19 Response Plan and associated control measures. Full details of the arrangements which apply for the LWR in post primary schools is set out at Appendix 3. 4.4) Signage Schools will be required to display signage outlining the signs and symptoms of COVID- 19 and to support good hand and respiratory hygiene. The Department will provide printed posters to schools with age appropriate key health messages – hand washing, sneeze and cough etiquette etc. Note: Signage is under development by the Department. This will be made available to all schools and staff in advance of school reopening. The signage, once it becomes available, will be found here. Schools can then arrange to display the posters in prominent areas such as offices, corridors, staffroom area, classrooms and toilets. 4.5) Making Changes to School Layout Maintaining physical distancing in the school environment is recommended as one of the key control measures to minimize the risk of the introduction and spread of COVID-19. Further information on how physical distancing can be used in the school environment is found at Section 5.4 below including a link to the “Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all students for the 2020/21 School Year. Schools are required to reconfigure classrooms and other areas to support physical distancing in line with the guidance in advance of school reopening. —— 12 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 4.6) Health and Safety Risk Assessment COVID-19 represents a hazard in the context of health and safety in the school environment. A template risk assessment to identify the control measures required to mitigate the risk of COVID-19 in school settings is attached at Appendix 4. It is important that schools review their emergency procedures involving, fire safety, first aid, accidents and dangerous occurrences to consider any new risks that arise due to the school’s COVID-19 Response Plan. Any changes to the schools existing emergency procedures should be documented and incorporated into the school’s safety statement. Schools should also review their existing risk assessments to consider any new risks that arise due to the school’s COVID-19 Response Plan. Any changes to the school’s current risk assessments should also be documented and be incorporated into the schools statement. First Aid/emergency procedure The standard First Aid/emergency procedure shall continue to apply in schools. In an emergency or in case of a serious incident, schools should call for an ambulance or the fire brigade on 112/999 giving details of location and type of medical incident. 4.7) Access to School and Contact Log Access to the school building will be in line with agreed school procedures. Arrangement for necessary visitors such as contractors and parents will be restricted to essential purposes and limited to those who have obtained prior approval from the principal. The Department of Education Inspectorate may also need to visit schools and centres for education to support them as appropriate in the implementation of public health advice relating to creating a safe learning and working environment for all. The prompt identification and isolation of potentially infectious individuals is a crucial step in restricting the spread of the virus and protecting the health and safety of the individuals themselves and other staff, contractors and visitors at the workplace. A detailed sign in/sign out log of those entering the school facilities should be maintained. The school should maintain a log of staff and students contacts. A sample contact log is available at Appendix 5. The Data Protection Commission has provided guidance on the data protection implications of the return to work protocols. This advice can be found here: —— 13 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools www.dataprotection.ie/en/news-media/data-protection-implications-return-work- safely-protocol Schools are reminded that all school records and data must be maintained and processed in compliance with the GDPR and the Data Protection Acts. The responsibility for compliance with the legislation rests with each school (or ETB) in their role as data controller. 5) Control Measures - To prevent Introduction and Spread of COVID-19 in Schools One of the key messages to manage the risks of COVID-19 is to do everything practical to avoid the introduction of COVID-19 into the school. If infection is not introduced it cannot be spread. The risk of spreading the infection once introduced exists in all interpersonal interactions; student - student, teacher - teacher and teacher- student, and must be managed in all settings. A range of essential control measures have been implemented to reduce the risk of the spread of COVID -19 virus and to protect the safety, health and welfare of staff, students, parents and visitors as far as possible within the school. The control measures shall continue to be reviewed and updated as required on an ongoing basis. It is critical that staff, students, parents and visitors are aware of, and adhere to, the control measures outlined and that they fully cooperate with all health and safety requirements. Staff, should note that they have a legal obligation under Section 13 of the Safety, Health and Welfare at Work Act 2005 to comply with health and safety requirements and to take reasonable care for the health and safety of themselves, their colleagues and other parties within the workplace. How to Minimise the Risk of Introduction of COVID-19 into schools: Promote awareness of COVID-19 symptoms (details at Section 5.1);  Advise staff and students that have symptoms not to attend school, to phone their doctor and to follow HSE guidance on self-isolation;  Advise staff and students not to attend school if they have been identified by the HSE as contact for a person with COVID-19 and to follow the HSE advice on restriction of movement; 14 —— COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Advise staff and students that develop symptoms at school to bring this to the attention of the principal (or deputy principal if the principal is unavailable) promptly;  Ensure that staff and students know the protocol for managing a suspected case of COVID-19 in school (details at Section 8);  Advise everyone entering the school building that they needs to perform hand hygiene with a hand sanitiser;  Advise all relevant parties that visitors to the school during the day should be by prior arrangement with the principal and should be received at a specific contract point;  Physical distancing of 2 metres should be maintained between staff and visitors where possible. 5.1) Know the Symptoms of COVID-19 In order to prevent the spread of COVID-19 it is important to know and recognise the symptoms. They are:  High temperature  Cough  Shortness of breath or breathing difficulties  Loss of smell, of taste or distortion of taste 5.2) Respiratory Hygiene Make sure you, and the people around you, follow good respiratory hygiene. This means covering your mouth and nose with a tissue or your bent elbow when you cough or sneeze. Then dispose of the used tissue immediately and safely into a nearby bin. By following good respiratory hygiene, you protect the people around you from viruses such as cold, flu and COVID-19. 5.3) Hand Hygiene Staff and students should understand why hand hygiene is important as well as when and how to wash their hands. —— 15 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Schools should promote good hygiene and display posters throughout the schools on how to wash your hands. Follow the HSE guidelines on handwashing: www2.hse.ie/wellbeing/how-to-wash-your-hands.html Hand hygiene can be achieved by hand washing or use of a hand sanitiser (when hands look clean). Use of hand hygiene facilities including wash hand basins needs to be managed so as to avoid congregation of people waiting to use wash hand basins and hand sanitisers. Hand sanitiser dispensers can be deployed more readily at exit and entry points of schools and classrooms and care should be taken to clean up any hand sanitizer spills to prevent risks of falls. Warm water is preferable to hot or cold water for hand washing but if the plumbing system only supplies cold water, a soap that emulsifies easily in cold water should be used. Wash hand basins, running water, liquid soap and hand drying facilities should be provided in all toilets, kitchens and any food preparation areas. Hand washing facilities should be maintained in good condition and supplies of soap and towels should be topped up regularly to encourage everyone to use them. Hot air dryers are an acceptable alternative for hand drying but must be regularly maintained. There is no evidence that hand dryers are associated with increased risk of transmission of COVID-19. Posters displaying hand washing techniques and promoting hand washing should be placed on walls adjacent to washing facilities and can be laminated or placed in a plastic sleeve. Hand sanitiser is suitable for use for hand hygiene when hands are not visibly soiled (look clean). Evidence of effectiveness is best for alcohol based hand rubs but non-alcohol based hand rubs can be used too. When hand rubs/gels are being used in school care should be taken to ensure that students do not ingest them as they are flammable and toxic. Frequency of Hand Hygiene Students and staff should perform hand hygiene:  On arrival at school; —— 16 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Before eating or drinking;  After using the toilet;  After petting animals;  After playing outdoors;  When their hands are physically dirty;  When they cough or sneeze. The Department has arranged for a drawdown framework to be established to enable schools purchase hand-sanitisers and any other necessary PPE supplies for use in the school. The procurement process for this framework is at an advanced stage and it is intended that these materials will be available for drawdown in early August. Further guidelines will be issued shortly. The Department will provide funding for the costs associated with the hand sanitising and PPE requirements in schools. This funding will be available in advance of school reopening at the end of August. 5.4) Physical Distancing Physical distancing can be usefully applied in a post primary school setting allowing for some flexibility when needed. It must be applied in a practical way to recognise that the learning environment cannot be dominated by a potentially counterproductive focus on this issue. Care should be taken to avoid generating tension or potential conflict and some flexibility in the implementation of measures may be required at time. It is also recognised that it is not always possible for staff to maintain physical distance from students and it is not appropriate that they would always be expected to do so where this could have a detrimental impact on the student. However where possible staff should maintain a minimum of 1 m distance and where possible 2m. They should also take measures to avoid close contact at face to face level such as remaining standing rather than sitting beside/crouching down. Physical distancing falls into two categories:  Increasing separation  Decreasing interaction Increasing separation Given that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school; and (iv) student numbers; schools themselves are best placed to decide on the appropriate reconfigurations / operational changes necessary to maintain physical distancing. —— 17 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools In recognition that a ‘one size fits all’ approach would not be appropriate as schools themselves are best placed to decide on the appropriate configuration for their school, the Department has developed a Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all Students for the 2020/21 School Year. The Framework sets out a suite of available measures that must be implemented at individual school level to the greatest possible extent. The suite of measures set out in the Framework are: 1. Reconfigure class spaces to maximise physical distancing; 2. Utilising and reconfiguring all available space in the school in order to maximise physical distancing; 3. Review Timetables; 4. Reconfiguring Classes; 5. Consider Use of Live Streaming within the School; and 6. Accessing available spaces within the local community A link to the “Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all Students for the 2020/21 School Year” is provided here., You can see a link to illustrated classroom layouts to maintain social distancing here. Decreasing interaction The extent to which decreasing interaction is possible in a post primary school will depend on the school setting and a common-sense approach is required recognising the limits to which this can be achieved between students. In post primary schools physical distancing of 2m where possible or at least 1m should be maintained between desks or between individual students or staff. As far as possible and practical, students would remain in the classroom and teachers would move between rooms. As far as possible and practical students would be assigned to a main class cohort which would remain in the classroom for most subjects, with teachers moving between rooms. Where possible and practical double classes should be planned to minimise movement during the day. —— 18 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Where students have an elective subject they would move quickly into the new class and would be seated with members of their class cohort, observing as much physical distance as possible. Hand washing and/or sanitising would be required when moving between classes by teachers and students. Physical distancing between the teacher and class would be observed. Where movement of class groups between rooms is required it should be planned to minimise interaction with other class groups. Limit interaction on arrival and departure and in hallways and other shared areas. Social physical contact (hand to hand greetings, hugs) should be discouraged. Where students need to move about within the classroom to perform activities (access to a shared resource) it should be organized to the greatest degree possible to minimise congregation at the shared resource. Staff and students should avoid sharing of personal items. Where teaching and learning involves use of keyboards or tablets, the contact surface of the device should be cleaned regularly and hand hygiene encouraged. Physical Distancing outside of the classroom and within the school School drop off/collection Arrangements for dropping off/collecting students should be arranged to maintain physical distancing of 2m where possible. Walking/cycling to school should be encouraged as much as possible. Aim of any arrangements is to avoid congregation of people at the school gates where physical distancing requirements may not be respected. Staggered drop off/pick up times should be arranged where feasible. If schools have additional access points, consideration may be given to whether they can be used to reduce congestion. Students should head straight to their designated learning space/classroom. Staff —— 19 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools A distance of 2m is recommended for physical distancing by staff. This is particularly relevant to distancing between adults when they are not engaged in teaching such as the staff room and arriving to work. If 2m cannot be maintained in staff groups, as much as distance as is possible and guidance on face covering should be observed. At post primary level consideration could be given to formation of staff “pods” or teams who work together and take breaks together. Staff meetings should be held remotely or in small groups or in large spaces to facilitate physical distancing. Implement no hand shaking policy. Minimise gathering at the beginning or end of the school day. Canteen Ensure physical distancing is applied in canteen facilities Stagger canteen use and extend serving times where possible to align with class groupings. Implement a queue management system. Make sure students clean their hands before and after entering the canteen area. Corridors and Stairwells Briefly passing someone in a hall is very unlikely to contribute significantly to the spread of infection if people do not have physical contact and avoid informal group discussions. 5.5) Use of PPE in Schools PPE will not be required to be worn within schools according to current occupational and public health guidance. However, for a limited number of staff, PPE will need to be used occasionally or constantly due to the nature of certain work activities or work areas. These might include roles such as: —— 20  Performing intimate care  Where a suspected case of COVID-19 is identified while the school is in operation COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Where staff are particularly vulnerable to infection but are not in the list of those categorised as people in very high risk groups, or may be living with people who are in a very high risk category. Appropriate PPE will be available for dealing with suspected COVID-19 cases, intimate care needs and for first aid. Where staff provide healthcare to children with medical needs in the school environment they should apply standard precautions as per usual practice. Masks It is not practical for students to wear masks properly for the duration of a school day. Older students should not be requested to wear a facial covering but those who wish to wear one where physical distancing is difficult to maintain should not be discouraged. It is essential for those wearing a cloth face covering to understand that the purpose is not to protect themselves but to reduce onward transmission and the benefit is reliant on wearing the covering appropriately. Wearing a face covering or mask does not negate the need to stay at home if symptomatic. For staff, face coverings should not be required if physical distancing is possible and practiced appropriately. Wearing a face covering will conceal facial expression and make communication difficult. The use of a visor as an alternative may be considered where there is a concern regarding prolonged close contact and exposure to fluid/respiratory droplets. It can also be used, in exceptional circumstances, where it has not been possible, notwithstanding the application of the measures in the framework on physical distancing set out above, to achieve physical distancing by organisational means for large classes. Advice on how to properly use face coverings can be found here. Gloves The use of disposable gloves in the school by students or staff is not generally appropriate but may be necessary for matters such as cleaning or intimate care settings. Routine use does not protect the wearer and may expose others to risk from contaminated gloves. Routine use of disposable gloves is not a substitute for hand hygiene. —— 21 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 6) Impact of COVID-19 on certain school activities The Department will work with stakeholders to provide more detailed advice on school activities in advance of school reopening. Choir/Music Performance Choir practices/performances and music practices/performances involving wind instruments may pose a higher level of risk and special consideration should be given to how they are held ensuring that the room is well-ventilated and the distance between performers is maintained. Sport Activities Schools should refer to the HPSC guidance on Return to Sport. Shared Equipment Art – Where possible students should be encouraged to have their own individual art and equipment supplies. Electronics – Shared electronic devices such as tablets, touch screens, keyboards should be cleaned between use and consideration could be given to the use of wipeable covers for electronics to facilitate cleaning. Musical Equipment/Instruments – To the greatest extent possible, instruments should not be shared between students and if sharing is required, the instruments should be Library Policy – Where practical students should have their own books. Textbooks that are shared should be covered in a wipeable plastic covering that can be wiped with a suitable household cleaning agent between uses. Students should be encouraged to perform hand hygiene after using any shared item. Shared Sports Equipment – Minimise equipment sharing and clean shared equipment between uses by different people. 7) Hygiene and Cleaning in Schools —— 22 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools The Department of Education will provide additional funding to schools to support the enhanced cleaning required to minimise the risks of COVID-19. Details of the funding supports will be provided to schools by way of circular and will be updated as required. The funding will be provided to schools in advance of reopening. The specific advice in relation to school cleaning is set out in the HPSC advice and will be covered in the induction training. This advice sets out the cleaning regime required to support schools to prevent COVID-19 infections and the enhanced cleaning required in the event of a suspected cases of COVID-19. Schools are asked to carefully read and understand the cleaning advice and to apply that to all areas of the school as appropriate. Schools are reminded to take particular care of the hygiene arrangements for wash hand and toilet facilities. In summary, each school setting should be cleaned at least once per day. Additional cleaning if available should be focused on frequently touched surfaces – door handles, hand rails, chairs/arm rests, communal eating areas, sink and toilet facilities. If students are moving between classrooms consideration may be given to appropriate cleaning products being provided to enable them to wipe down their desk, chair and surface before leaving the room. All staff will have access to cleaning products and will be required to maintain cleanliness of their own work area. Under no circumstances should these cleaning materials be removed from the building. Staff should thoroughly clean and disinfect their work area before and after use each day. There will be regular collection of used waste disposal bags from offices and other areas within the school facility. Shower facilities shall not be available for use by staff or students due to the increased risk associated with communal shower facilities and areas. This shall be reviewed in line with government guidance. Staff must use and clean their own equipment and utensils (cup, cutlery, plate etc.). Cleaning/Disinfecting rooms where a student/staff member with suspected COVID-19 was present The rooms should be cleaned as soon as practicable possible. —— 23 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Once the room is vacated the room should not be reused until it has been thoroughly cleaned and disinfected and all surfaces are dry. Disinfection only works on things that are clean. Therefore when disinfection is required it is always in addition to cleaning. Person/s assigned to cleaning should avoid touching their face while they are cleaning and household gloves and a plastic apron. Clean the environment and furniture using disposable cleaning cloths and a household detergent followed by disinfection with a chlorine based product (household bleach). Pay special attention to frequently touched surfaces, the back of chairs, couches, door handles and any surfaces that are visibly soiled with body fluids. Once the room has been cleaned and disinfected and all surfaces are dry, the room can be reused. 8) Dealing with a Suspected Case of COVID-19 Staff or students should not attend school if displaying any symptoms of COVID-19. The following outlines how a school should deal with a suspected case that may arise in a school setting. A designated isolation area should be identified within the school building. The possibility of having more than one person displaying signs of COVID-19 should be considered and a contingency plan for dealing with additional cases put in place. The designated isolation area should be behind a closed door and away from other staff and students. If a staff member/student displays symptoms of COVID-19 while at school the following are the procedures to be implemented:  If the person with the suspected case is a student, the parents/guardians should be contacted immediately;  Isolate the person and have a procedure in place to accompany the individual to the designated isolation area via the isolation route, keeping at least 2 metres away from the symptomatic person and also making sure that others maintain a distance of at least 2 metres from the symptomatic person at all times;  The isolation area does not have to be a room but if it is not a room it should be 2m away from others in the room;  Remember that the virus is spread by droplets and is not airborne so physical separation is enough to reduce the risk of spread to others even if they are in the 24 —— COVID-19 Response Plan for the safe and sustainable reopening of post primary schools same room;  If it is not possible to maintain a distance of 2m a staff member caring for a student should wear a face covering or mask. Gloves should not be used as the virus does not pass through skin;  Provide a mask for the person presenting with symptoms if one is available. He/she should wear the mask if in a common area with other people or while exiting the premises;  Assess whether the individual who is displaying symptoms can immediately be directed to go home/be brought home by parents and call their doctor and continue self-isolation at home;  Facilitate the person presenting with symptoms remaining in isolation if they cannot immediately go home and facilitate them calling their doctor. The individual should avoid touching people, surfaces and objects. Advice should be given to the person presenting with symptoms to cover their mouth and nose with the disposable tissue provided when they cough or sneeze and put the tissue in the waste bag provided;  If the person is well enough to go home, arrange for them to be transported home by a family member, as soon as possible and advise them to inform their general practitioner by phone of their symptoms. Public transport of any kind should not be used;  If they are too unwell to go home or advice is required, contact 999 or 112 and inform them that the sick person is a COVID-19 suspect;  Carry out an assessment of the incident which will form part of determining follow-up actions and recovery;  Arrange for appropriate cleaning of the isolation area and work areas involved – (details at Section 7) The HSE will inform any staff/parents who have come into close contact with a diagnosed case via the contact tracing process. The HSE will contact all relevant persons where a diagnosis of COVID-19 is made. The instructions of the HSE should be followed and staff and student confidentiality is essential at all times. 9) Staff Duties Staff have a statutory obligation to take reasonable care for their own health and safety and that of their colleagues and other parties. The cooperation and assistance of all staff is essential to reduce the risk of spread of COVID19 and to protect health and safety as far as possible within the school. All staff have a key role to play. —— 25 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools In this regard and in order to facilitate a safe return to work, these duties include, but are not limited to, the following:  Adhere to the School COVID-19 Response Plan and the control measures outlined.  Complete the RTW form before they return to work.  Must inform the Principal if there are any other circumstances relating to COVID- 19, not included in the form, which may need to be disclosed to facilitate their safe return to the workplace.  Must complete COVID-19 Induction Training and any other training required prior to their return to school.  Must be aware of, and adhere to, good hygiene and respiratory etiquette. Coordinate practices and work with their colleagues to ensure that physical distancing is maintained.  Make themselves aware of the symptoms of COVID-19 and monitor their own wellbeing.  Self-isolate at home and contact their GP promptly for further advice if they display any symptoms of COVID-19.  Not return to or attend school if they have symptoms of COVID-19 under any circumstances.  Adhere to the procedure outlined above if they develop any symptoms of COVID-19 whilst within the school facility. .  Keep themselves informed of the updated advice of the public health authorities and comply with same. 10) COVID-19 related absence management The management of a COVID-19 related absence will be managed in line with agreed procedures with the Department of Education. 11) Employee Assistance and Wellbeing Programme The Department recognises the need for school staff wellbeing and collective self- care. Support for school staff wellbeing will be provided by Department Support Services including the PDST and CSL, as well as by the HSE’s Health Promotion Team. An Occupational Health Strategy is in place as a supportive resource for individual staff members in schools. The aim of the Occupational Health Strategy is to promote the health —— 26 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools and wellbeing of employees in the workplace, with a strong focus on prevention. The Occupational Health Strategy comprises the Employee Assistance Service and the Occupational Health Service. The Employee Assistance Service (EAS) is provided by Spectrum.Life under the logo of ‘Wellbeing Together: Folláinne Le Chéile’. Under the EAS, employees have a dedicated free-phone confidential helpline 1800 411 057 available 24 hours a day, 365 days a year providing advice on a range of issues such as wellbeing, legal, financial, mediation, management support etc. Where required, short- term counselling is available to employees and their families (over the age of 18 years and living at home). A bespoke wellbeing portal and app which offers access to podcasts and blogs on topics around wellbeing and mental health, family life, exercise and nutrition is also available. In addition online cognitive behavioural therapy is provided. As part of the services provided by Spectrum.Life a Mental Health Promotion Manager is available to develop and deliver evidence based mental health and wellbeing initiatives to reduce stigma and improve mental health literacy and to increase engagement with the service. They will also be providing a series of webinars and presentations to promote staff wellbeing in schools as schools reopen and during the upcoming school year. —— 27 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools APPENDIX 1 COVID-19 Policy Statement [School name] is committed to providing a safe and healthy workplace for all our staff and a safe learning environment for all our students. To ensure that, we have developed the following COVID-19 Response Plan. The BOM/ETB and all school staff are responsible for the implementation of this plan and a combined effort will help contain the spread of the virus. We will:  continue to monitor our COVID-19 response and amend this plan in consultation with our staff  provide up to date information to our staff and students on the Public Health advice issued by the HSE and Gov.ie  display information on the signs and symptoms of COVID-19 and correct hand- washing techniques  agree with staff, a worker representative who is easily identifiable to carry out the role outlined in this plan in relation to summer provision  inform all staff and students of essential hygiene and respiratory etiquette and physical distancing requirements  adapt the school to facilitate physical distancing as appropriate in line with the public health guidance and direction of the Department of Education  keep a contact log to help with contact tracing  ensure staff and students engage with the induction / familiarisation briefing provided by the Department of Education  implement the agreed procedures to be followed in the event of someone showing symptoms of COVID-19 while at school  provide instructions for staff and students to follow if they develop signs and symptoms of COVID-19 during school time  implement cleaning in line with Department of Education advice All school staff will be consulted on an ongoing basis and feedback is encouraged on any concerns, issues or suggestions. This can be done through the Lead Worker Representative(s), who will be supported in line with the agreement between the Department and education partners. Signed: ____________________ Date: _____________________ —— 28 1. 2. 3. 4. 5. 6. COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 2 Pre-Return to Work Questionnaire COVID-19 This questionnaire must be completed by staff at least 3 days in advance of returning to work. If the answer is Yes to any of the below questions, you are advised to seek medical advice before returning to work. Name: Name of School: Name of Principal: ________________________ ________________________ ________________________ Date: ________________ Questions YES NO Do you have symptoms of cough, fever, high temperature, sore throat, runny nose, breathlessness or flu like symptoms now or in the past 14 days? Have you been diagnosed with confirmed or suspected COVID-19 infection in the last 14 days? Have you been advised by the HSE that you are you a close contact of a person who is a confirmed or suspected case of COVID-19 in the past 14 days? Have you been advised by a doctor to self-isolate at this time? Have you been advised by a doctor to cocoon at this time? Have you been advised by your doctor that you are in the very high risk group? If yes, please liaise with your doctor and Principal re return to work. I confirm, to the best of my knowledge that I have no symptoms of COVID-19, am not self-isolating, awaiting results of a COVID-19 test or been advised to restrict my movements. Please note: The school is collecting this sensitive personal data for the purposes of maintaining safety within the workplace in light of the COVID-19 pandemic. The legal basis for collecting this data is based on vital public health interests and maintaining occupational health and will be held securely in line with our retention policy. Signed: ______________________________________ —— 29 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 3 Lead Worker Representative – Post primary Schools The COVID-19 Return to Work Safely Protocol is designed to support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace. The Protocol was developed following discussion and agreement between the Government, Trade Unions and Employers at the Labour Employer Economic Forum. The Protocol provides for the appointment of a Lead Worker Representative (LWR) in each workplace. The LWR will work in collaboration with the employer to assist in the implementation of measures to prevent the spread of COVID -19 and monitor adherence to those measures and to be involved in communicating the health advice around COVID- 19 in the workplace. The purpose of this section is to set out the provisions in respect of the LWR in schools. These arrangements will operate for the 2020/21 school year and will be kept under review by the parties. This document should be read in conjunction with:  the COVID-19 Return to Work Safely Protocol;  the Guidance and FAQs for Public Service Employers during COVID-19;  COVID-19 Response Plan for Post primary Schools (available on the Department of Education website). 1. Collaborative Approach Responsibility for the development and implementation of the COVID-19 Response Plan and the associated control measures lies with the Board of Management/ Education and Training Board and school management. Strong communication and a shared collaborative approach is key to protecting against the spread of COVID-19 in schools, and looking after the health, safety and wellbeing of staff and students. Adherence to the Return to Work Protocol will only be achieved if everyone has a shared obligation in implementing the measures contained within the Protocol in their place of work. If a staff member has any concerns or observations in relation to the COVID-19 Response Plan, control measures or the adherence to such measures by staff, students or others, they should contact the LWR who will engage with school management. —— 30 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 2. Role of the Lead Worker Representative The role of LWR is separate to that of the Safety Representative under the health and safety legislation. However the Safety Representative may act as the LWR if selected to do so by the staff. In summary, the role of the LWR is to:  Represent all staff in the workplace regardless of role, and be aware of specific issues that may arise in respect of different staff cohorts;  Keep up to date with the latest COVID-19 public health advice;  Work collaboratively with school management to ensure, so far as is reasonably practicable, the safety, health and welfare of employees in relation to COVID-19;  Consult with school management on the control measures required to minimise the risk of staff and students being exposed to COVID-19;  Promote good hygiene practices, in conjunction with school management, such as washing hands regularly and maintaining good respiratory etiquette along with maintaining social distancing in accordance with public health advice;  Assist school management with the implementation of measures to suppress COVID-19 in the workplace in line with the Return to Work Safely Protocol and current public health advice;  Monitor, in conjunction with school management, adherence to measures put in place to prevent the spread of COVID-19;  Conduct reviews of safety measures that are in place to address and suppress COVID-19 in the workplace. Reviews (including an examination of the workplace) should be conducted on a regular basis (at least twice per week);  Report any issues of concern immediately to school management and keep records of such issues and actions taken to rectify them;  Consult with the school management on the school’s COVID-19 Response Plan in the event of someone developing COVID-19 while in school including the location of an isolation area and a safe route to that area;  Following any incident, assess with the school management any follow up action that is required;  Consult with colleagues on matters relating to COVID-19 in the workplace;  Make representations to school management on behalf of their colleagues on matters relating to COVID-19 in the workplace. 31 —— COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 3. What can a Lead Worker Representative Do? The LWR may consult with, and make representations to, school management on any issue of concern in relation to COVID-19. These include issues in relation to:  Cleaning protocols and their implementation  Physical Distancing  Configuration/re-configuration of the school facilities, including classrooms, corridors, halls, open areas, entry and exit points, school grounds etc.  Implementation of one-way systems in the school to ensure social distancing including when entering and exiting the school  Hand Hygiene facilities including their location and whether they are stocked and maintained  Hand sanitising  Staff awareness around hand hygiene in the school  Respiratory hygiene  Personal Protective Equipment  At Risk Groups  Visitors/Contractors 4. Does a LWR have any legal responsibilities? No. A Lead Worker Representative does not have any duties in relation to COVID-19 other than those that apply to employees generally. In other words, the LWR is not responsible for the control measures within an organisation, which remains the employer’s responsibility. 5. Lead Worker Representative(s) Every school will appoint one Lead Worker Representative. In schools with more than 40 staff, a second Lead Worker Representative will be appointed. —— 32 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 6. Selection of Lead Worker Representative(s) The school staff are entitled to select staff members for the LWR position(s). The LWR(s) represent all staff in the workplace regardless of role and must be aware of specific issues that may arise in respect of different staff cohorts. In this regard, where a school has two LWRs, the roles should be spread between teaching and non-teaching staff where feasible e.g. where there is a significant number of non-teaching staff in the school and one or more expressions of interest are received from that cohort (this will be discussed further between the parties). The process for the selection and appointment of the LWR(s) is that management will seek expressions of interest from all staff in the first instance. A template email for this purpose is attached. If an election is necessary, all school staff have a vote to select the LWR(s). The LWR(s) will, following selection by the school staff, be formally appointed by the BoM/ETB. The LWR(s) will be required to confirm, prior to taking up the role, that they have been provided with and have completed the requisite training and that they are fully aware of the requirements of the role. 7. Supports for the Lead Worker Representative/s The LWR(s) shall be entitled to:  Be provided with information and training in respect of their role [further detail to be provided];  Be consulted by school management on the control measures being put in place by the school to minimise the risk of being exposed to COVID-19;  Regular communication with school management on issues related to COVID-19;  Be informed of changes in practice arising from COVID-19 response measures;  Have access to any risk assessments prepared or carried out in relation to COVID- 19 and to details of incidents of suspected COVID-19 cases that have been notified to the HSE, where they occurred and any actions taken.  Be provided with the necessary facilities to enable them to consult with employees or prepare any submissions or reports. These might include access to a meeting room, photocopier, communications and equipment. Where from timetable to enable them to carry out their duties in that role. In the rare instances where the appointment of a teacher selected for the LWR would cause curricular/timetabling difficulties which cannot be resolved, school management will —— 33 the LWR is a teacher, the LWR will receive protected time of 2 hours per week COVID-19 Response Plan for the safe and sustainable reopening of post primary schools examine internal and external possibilities to enable the teacher’s appointment as LWR. Where the matter cannot be resolved, management will set out the reasons why this is the case. In this circumstance, an alternative individual must be appointed as LWR. Where the LWR is an SNA, 66 of the “72 hours” will be utilised by the LWR to carry out their duties in that role. Where the LWR is a Secretary or Caretaker, a re-prioritisation of duties by school management should be carried out to afford the staff member sufficient time to carry out their duties in that role within the scope of their normal contracted hours. 8. Procedure for dealing with issues that arise Where a COVID-19 control concern is identified by the LWR (or is notified to the LWR by a staff member), the LWR should bring this to the attention of the Principal. Action points for addressing the issue should where possible be agreed between the LWR and the Principal as a matter of urgency. Staff should be informed of the outcome. It is envisaged that issues will be resolved at school level to the maximum extent possible. If agreement cannot be reached, the LWR should notify the Board of Management (Chairperson in the first instance)/ Education and Training Board head office of the issue. Action points for addressing the issue should where possible be agreed between the LWR and the BoM/ETB head office as a matter of urgency. Staff should be informed of the outcome. If, having exhausted the process above, a serious issue of concern remains outstanding, the LWR may have recourse to the Health and Safety Authority. 9. Glossary of Terms  COVID-19 Response Plan: plan designed to support the staff and BOM/ ETB in putting measures in place that will prevent the spread of COVID-19 in the school environment. The plan details the policies and practices necessary for a school to meet the Return to Work Safely Protocol, the Department of Education plan for school reopening and to prevent the introduction and spread of COVID-19 in the school environment. COVID-19 Response Plans for Post primary Schools are available on the Department’s website. —— 34 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Labour Employer Economic Forum (LEEF): the forum for high level dialogue between Government, Trade Union and Employer representatives on matters of strategic national importance - involves the Irish Congress of Trade Unions, Government & Employers.  Return to Work Protocol: national protocol designed to support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace.  Safety Representative: Section 25 of the Safety, Health and Welfare at Work Act 2005 sets out the selection and role of the Safety Representative in the workplace. The rights of the Safety Representative are set out in legislation. (Note: A Safety Representative has rights and not duties under the 2005 Act). This role is separate to the LWR under COVID-19, but the Safety Representative may act as the LWR if selected to do so by the staff. TEMPLATE EMAIL TO STAFF REGARDING LEAD WORKER REPRESENTATIVE APPOINTMENT PROCESS Dear All, As you will be aware, significant work and consultation has taken place to enable a full return to school from the beginning of the 2020/21 school year. The resumption of school-based teaching and learning and the return to the workplace of staff must be done safely and in strict adherence to the advice and instructions of public health authorities and the Government. The COVID-19 Return to Work Safely Protocol is designed to support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace. The Protocol was developed following discussion and agreement between the Government, Trade Unions and Employers at the Labour Employer Economic Forum. In addition, every school has a COVID-19 Response Plan in place. The Return to Work Safely Protocol provides for the appointment of a Lead Worker Representative (LWR) in each workplace. The LWR will work in collaboration with the employer to assist in the implementation of measures to prevent the spread of COVID -19 and monitor adherence to those measures —— 35 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools and to be involved in communicating the health advice around COVID-19 in the workplace. A copy of the school’s COVID-19 Response Plan is attached and this includes further detail on the role of the Lead Worker Representative. In this school, there are (1 or 2 – delete as appropriate) Lead Worker Representative positions. Under the Protocol, the school staff are entitled to select staff members for the LWR position(s). In this regard, I am now inviting expressions of interest from staff for these positions, by return email. The LWR(s) represents all staff in the workplace regardless of role and must be aware of specific issues that may arise in respect of different staff cohorts. Where a school has two LWRs, the roles should be spread between teaching and non-teaching staff where feasible e.g. where there is a significant number of non-teaching staff in the school and one or more expressions of interest are received from that cohort. Training for the role will be provided. If an election is necessary, all school staff have a vote to select the LWR(s). Further details on this process will be sent to you if this arises. Following selection by the school staff, the LWR(s) will be formally appointed. The LWR details will be sent to all staff following their appointment. Yours sincerely, ________ Principal —— 36 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 4 Risk Assessment COVID-19 Risk Template (List identifies COVID-19 as the hazard and outlines control measures required to deal with this risk) Hazards Is the What is hazard the risk? present? Y/N Risk rating H=High M=Medium L=Low Controls (When all controls are in place risk will be reduced) Is this control in place? Action/to do list/outstanding controls *Risk rating applies to outstanding controls outlined in this column Person responsible Signature and date when action completed COVID-19 Illness H School Covid19 Response Plan in place in line with Department of Education guidance and the Return to Work Safely Protocol and public health advice Examples of Actions Follow public health guidance from HSE re hygiene and respiratory etiquette Complete School COVID-19 Policy Statement Return to Work Forms received and reviewed Undertake Induction Training Maintain log of staff, student and visitors Complete checklists as required: School Management How to deal with a suspected case Physical distancing requirements Name of staff member N If there is one or more High Risk (H) actions needed, then the risk of injury could be high and immediate action should be Other school specific checklist taken. Medium Risk (M) actions should be dealt with as soon as possible. as practicable. Risk Assessment carried out by: © All rights reserved. Low Risk (L) actions should be dealt with as soon Date: / / —— 37 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 5 Contact Tracing Log Name of School School Contact Person Address of School For Queries only: Phone No Email Was the visit pre-arranged with the Principal? Yes No Name of Visitor Date of Visit __ __ / __ __ /________ Time Visitor Status Contractor  Address Contact No. Reason for Visit Parent/Guardian  Entry Exit to school __________ am  pm  from School __________ am  pm  Other  Please complete: _______________________________________ Email Address Company Name (if applicable) Contact details of visitor Who the visitor met (separate line required for each person the visitor met) Name of Person visited Length of time spent with each person in the school —— 38 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 6 Checklist for School Management This checklist supports planning and preparation, control measures and induction needed to support a safe return to school for students, staff, parents and others. For completion by the agreed person with overall responsibility of managing the implementation of the COVID-19 Response plan. This is likely to be the principal (with supports as agreed with the Department). Planning and Systems 1. Is there a system in place to keep up to date with the latest advice from Government and DES, to ensure that advice is made available in a timely manner to staff and students and to adjust your plans and procedures in line with that advice? 2. Have you appointed staff member/s to the LWR position (detailed at Section 4.3 above) in accordance with the agreed protocol? 3. Have you advised staff as to has been appointed to the position of LWR? 4. Have you prepared a school COVID-19 response plan and made it available to staff and students? Department of Education guidance and templates provided 5. Have you a system in place to provide staff and students with information and guidance on the measures that have been put in place to help prevent the spread of the virus and what is expected of them? 6. Have you displayed the COVID-19 posters in suitable locations highlighting the signs and symptoms of COVID-19? 7. Have you told staff and students of the purpose of the COVID-19 contact log? 8. Have you a COVID-19 contact log in place to support HSE tracing efforts if required? (Contact log template attached). 9. Have you informed staff on the measures that have been put in place to help prevent the spread of the virus and what is expected of them, and provided a system for them to raise issues or concerns and to have them responded to? 10. Have you reviewed and updated risk assessments in line with Department advice to take account of any controls to help prevent the spread of COVID-19? (Risk template attached) 11. Have you updated emergency plans, in particular to take account of the COVID response plan? Staff 12. Have you made available to each staff member a COVID-19 return-to-work form to be completed and returned 3 days before they return to the workplace? (Template attached) 13. Are you aware of staff members who are at very high risk under the HSE guidance on people most at risk (HSE guidance on people most at-risk) and advised them of the Department of Education’s agreed arrangements for management of those staff? —— 39 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 14. Have you advised staff and students they must stay at home if sick or if they have any symptoms of COVID-19? 15. Have you told staff and students what to do and what to expect if they start to develop symptoms of COVID-19 while in school, including where the isolation area is? 16. Have you advised staff of the availability of the supports of the occupational health and wellbeing programme through Spectrum Life? Training and Induction 17. Have you advised staff and students to view the Department of Education’s training materials which are available online? 18. Have you taken the necessary steps to update your school induction / familiarisation training to include all information relating to COVID-19? 19. Have first aiders, if available, been given updated training on infection prevention and control re hand hygiene and use of PPE as appropriate? (It is intended that training will be provided as part of the DES online training programme). Buildings / Equipment 20. If you have mechanical ventilation does it need cleaning or maintenance before the school reopens? 21. Does your water system need flushing at outlets following low usage to prevent Legionnaire’s Disease? 22. Have you visually checked, or had an appropriate person check, all equipment in the school for signs of deterioration or damage before being used again? 23. Have you arranged for the school including all equipment, desks, benches, doors and frequently touched surfaces points, been thoroughly cleaned before reopening? Control Measures in place Hand / respiratory hygiene 24. Have you accessed supplies of hand sanitizers and any necessary PPE equipment in line with the HPSC health guidance relating to the reopening of schools, from the national framework provided by the Department? This framework close to being finalised and will be available for drawdown with guidance as to how and what to order accompanying it. 25. Are there hand washing/hand sanitising stations in place to accommodate staff, students and visitors adhering to hand hygiene measures in accordance with Department guidance? 26. Have arrangements been made for staff and students to have regular access to hand- washing/hand sanitising facilities as appropriate? 27. Are hand sanitisers easily available and accessible for all staff, students and visitors – e.g. in each classroom and at entry and exit points to school buildings? —— 40 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 28. Have you made arrangements to ensure hand hygiene facilities are regularly checked and well-stocked? 29. Does the alcohol-based hand sanitiser have at least 60% ethanol or 70% isopropanol as the active ingredient? 30. Have you informed staff and students about the importance of hand washing? 31. Have you arranged for staff and students to view how to wash their hands (with soap and water for at least 20 seconds) and dry them correctly through the use of the HSE video resource? 32. Have you shown staff and students how to use hand sanitiser correctly and where hand- sanitising stations are located? 33. Have you displayed posters on how to wash hands correctly in appropriate locations? 34. Have you told staff and students when they need to wash their hands or use hand sanitiser? This includes:  before and after eating and preparing food  after coughing or sneezing  after using the toilet  where hands are dirty  before and after wearing gloves  before and after being on public transport  before leaving home  when arriving/leaving the school /other sites  after each class  after touching potentially contaminated surfaces  if in contact with someone displaying any COVID-19 symptoms 35. Have you told staff and students of the importance of good respiratory measures to limit the spread of the virus, including?  avoid touching the face, eyes, nose and mouth  cover coughs and sneezes with an elbow or a tissue  dispose of tissues in a covered bin Physical Distancing: 36. Have you identified all available school space to be used to maximise physical distancing? 37. Have you reviewed the templates provided by the Department of Education which show options for revised layout of school rooms to meet physical distancing requirements? 38. Have you arranged to revise the layout of the rooms and furniture as per the Department guidelines? 39. Have you arranged in each room that the teacher’s desk should be at least 1m (and where possible 2m) away from student desks? 40. Have you arranged in each room that students would be, at least 1m and (where possible 2m) away from each other? 41. Have you where possible and practicable assigned students to main class cohorts to minimise the risk of infection from COVID-19? —— 41 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 42. Have you arranged the timetable to facilitate double classes where possible and practicable? 43. Have you advised staff and students that when students are moving to an elective subject they would, where practicable be seated with members of their main class cohort? 44. Have you made arrangements to limit interaction on arrival and departure from school and in other shared areas? 45. Have you encouraged walking or cycling to school as much as possible? 46. Have you made arrangements, in so far as possible, to open additional access points to school to reduce congestion? 47. Can you provide a one system for entering and exiting the school, where practical? 48. Have you arranged for staff meetings to be held remotely or in small groups or in large spaces to facilitate physical distancing? 49. Have you taken steps to minimise rotation of staff between classes where possible? 50. Have you a system to regularly remind staff and students to maintain physical distancing? 51. Have you advised staff and students not to shake hands and to avoid any physical contact? 52. Have you stopped all non-essential travel for school activities? Visitors to Schools 53. Have you identified the activities that involve interacting with essential visitors to schools, made arrangements to minimise the number of such visitors and put in place measures to prevent physical contact, as far as possible? 54. Are there arrangements in place to inform essential visitors to schools of the measures to help prevent the spread of infection? 55. Have you a system in place for all visitors who do need to come to the school to make appointment, arrange to contact a central point and to record their visit using the contact tracing log? —— 42 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 7 Checklist for dealing with a suspected case of COVID-19 Each main class cohort should be considered a separate group for the purpose of managing suspected cases. Each teacher/staff member will be required to manage a suspected case in line with the protocol and training. A nominated member of the school management team will be responsible for ensuring that all aspects of the protocol to deal with suspected cases have been adhered to. Isolation Area 1. Have you identified a place that can be used as an isolation area, preferably with a door that can close? 2. The isolation area does not have to be a separate room but if it is not a room it should be 2m away from others in the room. 3. Is the isolation area accessible, including to staff and students with disabilities? 4. Istheroutetotheisolationareaaccessible? 5. Have you a contingency plan for dealing with more than one suspected case of COVID-19? 6. Are the following available in the isolation area(s)?  Tissues  Hand sanitiser  Disinfectant/wipes  Gloves/Masks  Waste Bags  Bins Isolating a Person 7. Are procedures in place to accompany the infected person to the isolation area, along the isolation route with physical distancing from them? 8. Are staff familiar with this procedure? 9. Have others been advised to maintain a distance of at least 2m from the affected person at all times? (it is intended that this will be dealt with as part of DES online training) 10.Is there a disposable mask to wear for the affected person while in the common area and when exiting the building? —— 43 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Arranging for the affected person to leave the School 11.Staff – have you established by asking them if the staff members feel well enough to travel home? 12.Student – have you immediately contacted their parents/guardians and arranged for them to collect their student? Under no circumstances can a student use public or school transport to travel home if they are a suspected case of COVID-19. 13.The affected person should be advised to avoid touching other people, surfaces and objects. 14.The affected person should be advised to cover their mouth and nose with disposable tissue(s) when they cough or sneeze, and to put the tissue in the bin. 15.Has transport home or to an assessment centre been arranged if the affected person has been directed to go there by their GP? 16.Has the affected person been advised not to go to their GP’s surgery or any pharmacy or hospital? 17.Has the affected person been advised they must not use public transport? 18.Has the affected person been advised to continue wearing the face mask until they reach home? Follow up 19.Have you carried out an assessment of the incident to identify any follow-up actions needed? 20.Have you advised the LWR of the incident in accordance with the agreed protocol? 21.Are you available to provide advice and assistance if contacted by the HSE? Cleaning 22.Have you taken the isolation area out-of-use until cleaned and disinfected? 23.Have you made arrangements to clean and disinfect any classroom space where the staff or students were located? 24.Have you arranged for cleaning and disinfection of the isolation area and any other areas involved, as soon as practical after the affected person has left the building? 25.Have the cleaners been trained in dealing with contaminated areas and supplied with the appropriate PPE? (It is intended to provide online training for cleaning staff. Appropriate PPE will be available to schools through the national procurement process which schools can access in line with the guidance which will be provided shortly) —— 44 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 8 Checklist Lead Worker Representative Checklist of questions in line with the protocol at Appendix 3 as agreed between the Department and management bodies 1. Have you been s/elected by your colleagues on the staff and have you agreed with your school principal to act as a Lead Worker Representative for your school, in accordance with the process for lead worker representative/s in schools that has been agreed centrally and is to be implemented locally). 2. Have you been provided with information and training in relation to the role of Lead Worker Representative? (Training for this role is currently being explored with the HSA). 3. Are you keeping up to date with the latest COVID-19 advice from Government? 4. Are you aware of the signs and symptoms of COVID-19? 5. Do you know how the virus is spread? 6. Do you know how to help prevent the spread of COVID-19? 7. Have you watched and do you understand the online training provided by the Department of Education and have you been given induction training before returning to school? 8. Have you been made aware of the control measures your school has put in place to minimise the risk of you and others being exposed to COVID-19? 9. Are you helping in keeping your fellow workers up to date with the latest COVID-19 advice from Government? 10.Have you completed the COVID-19 return-to-work form and given it to your school? (DES template Return-to-Work form available) 11.Are you aware of the control measures your school has put in place to minimise the risk of you and others being exposed to COVID-19? (Checklist for School Management available) 12.On behalf of the employer did your school principal consult with you when putting control measures in place? Control measures have been agreed centrally between the Department and education partners and will be revised as necessary. Consultation at school level should take place on any specific local arrangements necessary to implement the protocol 13.Have you a means of regular communication with the principal and where applicable any other person with overall responsibility for the school COVID-19 plan? 14.Are you co-operating with your school to make sure these control measures are maintained? 15.Have you familiarised yourself with the cleaning requirements needed to help prevent cross contamination? (Checklist for Cleaning and Disinfection available) 16.Have you been asked to walk around and check that the control measures are in place and are being maintained? —— 45 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools 17.Are you reporting immediately to the person with overall responsibility for the school COVID-19 plan any problems, areas of non-compliance or defects that you see? 18.Are you keeping a record of any problems, areas of non-compliance or defects and what action was taken to remedy the issue? 19.Are you familiar with what to do in the event of someone developing the symptoms of COVID-19 while at school? 20.Are you co-operating with your school in identifying an isolation area and a safe route to that area? (Checklist for dealing with suspected case of COVID-19 available) 21.Are you helping in the monitoring and keeping under review the management of someone developing symptoms of COVID-19 while at school? 22.Once the affected person has left the school, are you helping in assessing what follow-up action is needed? 23.Are you helping in maintaining the staff and student contact log? 24.Have you been made aware of any changes to the emergency plans or first aid procedures for your school? 25.Are you making yourself available to fellow staff to listen to any COVID-19 control concerns or suggestions they may have? 26.Are you raising those control concerns or suggestions with your school Principal and feeding back the response to the staff member/s who raised the issue? 27.Are you aware of the availability of the Spectrum Life Wellbeing Together Programme? 28.Have you been provided by the Principal/ school management with the supports to which you are entitled in your role as Lead Worker Representative? 29.If you are a teacher, have you been provided with the 2 hours per week of protected time off class contact hours, as provided for in the protocol? 30.If you are an SNA, have you been provided with 66 of the “72 hours”, as provided for in the protocol? 31.If you are a school secretary or a caretaker have your duties been re-prioritised by school management to afford you sufficient time to carry out your duties as LWR within the scope of your normal contracted hours, as provide for in the protocol? —— 46 COVID-19 Response Plan for the safe and sustainable reopening of post primary schools Appendix 9 Checklist for Cleaning 1. Have you a system in place for checking and keeping up to date with the latest public health advice from Government and the Department of Education, to ensure that advice is made available in a timely manner to staff and students and to adjust your cleaning procedures in line with that advice? 2. Have you reviewed the HPSC health advice for the safe reopening of schools, in particular Section 5.6 Environmental Hygiene? 3. Have you explained the need for the enhanced cleaning regime to staff and students? 4. Are you aware that cleaning is best achieved using a general purpose detergent ad warm water, clean cloths, mops and the mechanical action of wiping and cleaning, following by rinsing and drying? 5. Have you sufficient cleaning materials in place to support the enhanced cleaning regime? 6. Have you provided training for cleaning staff on the enhanced cleaning regime? (DES intends to provide online training for cleaning staff) 7. Have you made arrangements for the regular and safe emptying of bins? 8. Are you familiar with the cleaning options for school settings set out in the HPSC health advice for schools for surfaces, toilets, cleaning equipment, PPE and waste management? 9. Are you aware that each school setting should be cleaned once per day? 10.Have you in place a system for regular cleaning of the following frequently touched surfaces?  Door handles,  Hand rails  Chairs/arm rests  Communal eating areas  Sinks  Toilets facilities 11.Have you provided cleaning materials to staff and students so that they can clean their own desk or immediate workspace? 12.Have you advised staff that they are responsible for cleaning personal items that have been brought to work and are likely to be handled at work or during breaks? E.g. mobile phone laptop and to avoid leaving them down on communal surfaces or they will need to clean the surface after the personal item is removed. 13.Have you advised staff and students to avoid sharing items such as cups, bottles, cutlery, pens 14.Have you put in place a written cleaning schedule to be made available to cleaning staff including: —— 47  Items and areas to be cleaned COVID-19 Response Plan for the safe and sustainable reopening of post primary schools  Frequency of cleaning  Cleaning materials to be used  Equipment to be used and method of operation 15.Details of how to clean following a suspected case of COVID-19 are at Section 7 of the Plan above (can be added here again if considered useful) 16.If disinfection of contaminated surfaces is required, is a system in place to do this following cleaning? 17.If cleaning staff have been instructed to wear gloves when cleaning are they aware of the need to wash their hands thoroughly with soap and water, both before and after wearing gloves? 18.Have you a system in place for the disposal of cleaning cloths and used wipes in a rubbish bag? Current HSE guidance recommends waste such as cleaning waste, tissues etc. from a person suspected of having COVID-19 should be double bagged and stored in a secure area for 72 hours before being presented for general waste collection. 19.Have you ensured there is a system in place to make sure reusable cleaning equipment including mop heads and non-disposable cloths are clean before re-use? 20.Have you ensured there is a system in place to ensure that equipment such as buckets are emptied and cleaned with a fresh solution of disinfectant before re-use? —— 48
The Road Map for the Full Return to School
Created : 28 Jul 2020, 11:00 AM
Archived : 28 Sep 2020, 12:00 AM
Reopening Our Schools The Roadmap for the Full Return to School 27th July 2020 Roadmap for Full Return to Schools Table of Contents Roadmap for the Full Return to School – Executive Summary 4 Public Health Advice 6 COVID-19 Response Plans for Schools 9 Measures and Operational Changes to be implemented in Schools 11 Supporting and Promoting Good Hand Hygiene 12 Enhanced Cleaning Regimes in our Schools 13 Maintaining Physical Distancing in Schools 14 Additional Supports Available to Schools 19 Additional Support for Primary Schools 20 Additional Support for Post Primary Schools 26 Additional Support to Special Schools and for Special Classes 30 Access to Procurement Framework & Funding to support Hand Hygiene & PPE Needs within Schools 32 Arrangements to Get Children Safely to our Schools 33 Supporting the Wellbeing of School Communities 35 Guidance on Learning and School Programmes in 2020/21 39 Curriculum Guidance – General Principles 39 Primary Level 40 Supporting Pupils with Special Educational Needs (SEN) 40 Post-Primary Level 41 Assessment for certification 41 Pausing Curricular Reform 43 Provision for Very High Risk Staff and Students and arrangements in the event of school closure in the future 45 Supporting pupils at “very high risk” of COVID-19 45 Supporting Teaching and Learning in the home where there is localised school closure 46 Ongoing Communication Arrangements 48 Continued Stakeholder Engagement 48 Provision of Support materials for schools 49 Materials to support students, parents and school communities in returning safely 49 —— 2 Roadmap for Full Return to Schools Direct Communication Channels for Schools 50 What will schools be like when they reopen? 51 —— 3 Roadmap for Full Return to Schools Roadmap for the Full Return to School – Executive Summary There are almost 1 million students attending school in the primary and post primary sectors, across approximately 4,000 schools, in which close to 100,000 staff are employed. The announcement on March 12th of the closure of all schools, colleges, universities and other training and learning facilities was the commencement of a series of challenges across the education sector as a result of COVID-19. The interests of students and their families, as well as the safety of the staff, have always been paramount as we have worked through these challenges. This Roadmap set outs how schools will reopen for all students from the end of August and what the operation of our schools will look like and be sustainable in a COVID-19 context. It has been developed in line with public health advice issued by the Health 1 Protection Surveillance Centre (HPSC), the Roadmap for Society and Business , and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives. It also reflects a consideration of approaches adopted in other jurisdictions, which have been finalized in recent weeks. The reopening process is a massive logistical operation, on both a national basis and local level for individual schools. This Roadmap sets out: 1. The Public Health Advice related to reopening of schools provided by the HPSC; 2. The COVID-19 Response Plans for Primary and Special Schools and Post Primary Schools, in line with the Return to Work Safely Protocol, to be implemented in advance of schools re-opening. 1 The Roadmap for Reopening Society and Business sets out 6 over-riding principles as follows: —— 4 Safe Rational - Evidence-informed Fair Open & transparent Whole of Society informed and guided by a public health assessment of risk includes consideration of the social and economic benefits and impacts of any modifications of restrictions and their feasibility uses all of the data and research available to us to guide thinking ethical and respects human dignity, autonomy and supports equality decisions are clear, well communicated and subject to the necessary checks and balances based on the concept of solidarity and supporting cohesion as we exit over time Roadmap for Full Return to Schools 3. The Measures to be implemented in Schools to (i) minimise the risk of introduction of infection in our schools; and (ii) managing risk of spread if introduced through:  Regular and good hand hygiene;  Good respiratory hygiene and cough etiquette;  Enhanced cleaning regimes; and  Maintaining physical distancing in the classroom and within schools; 4. The suite of Additional Supports available to schools to implement their Covid- 19 Response Plan and operate in a sustainable way; 5. The arrangements to Get Children Safely to our Schools; 6. How the Mental Health and Wellbeing of Students and Staff will be supported throughout the re-opening process, 7. Guidance on Learning and School Programmes in 2020/21; 8. How schools can support those staff and students who cannot attend school for health reasons related to COVID-19 and in the event of a school closure in the future; 9. The Communication Arrangements in place to ensure schools, school communities and all stakeholders have clear, relevant and timely information to support the reopening and continued operation of schools; and 10. A summary on what schools will be like when they reopen. Schools will reopen for all students from the end of August. —— 5 Roadmap for Full Return to Schools Public Health Advice On June 24th 2020, the HPSC issued COVID-19 recommendations for the re-opening of schools and educational facilities (the ‘Public Health Advice’) to the Department of Education to inform the development of sector specific guidance for educational settings. The interim Public Health Advice was developed in the context of the current COVID-19 epidemiology in Ireland, and it specifically notes that it will be updated to reflect the changing situation. The Department and Minister has continued to engage with health authorities since the publication of the interim recommendations. The Department will continue to work with the health authorities and implement as appropriate any changes necessary to support school reopening in line with any changes to public health advice to manage the spread of COVID-19. It has been confirmed that at the current time, there is no change to the public health advice for the reopening of schools and educational facilities that was provided at the end of June 2020 by the HPSC. The public health authorities will keep this under review as evidence emerges from other countries where schools have reopened. The measures set out in the Public Health Advice are “aimed at risk minimization of COVID-19, for young people, teachers, other staff, their families and the wider community, recognizing the importance of education for health and well-being and that free primary education provided by the State is a fundamental right guaranteed by the constitution” and provides clear guidance for safe school operation through the prevention, early detection and control of COVID-19 in schools, predicated on two general recommendations: 1. Minimising the risk of introduction of COVID-19 into the school community; and 2. Managing the risk of spread if introduced through:  Regular hand hygiene;  Maintaining physical distancing;  Application of respiratory hygiene and cough etiquette; and  Environmental hygiene. All Departmental Guidance Documents referred to in the Roadmap, specifically the COVID-19 Response Plans and Templates, have been developed in line with the Public Health Advice. Beyond the specific detailed guidance within the Public Health Advice, there are a number of broad themes outlined in the advice which are critical to our ability to minimising risk associated with COVID-19 in our schools: —— 6 Roadmap for Full Return to Schools  A Balanced Approach “One of the key challenges for schools during this pandemic is to balance the need for a practical and sensible level of caution with the need to provide a supportive environment for pupils/students and where teachers feel able to engage with pupils in a way that supports their learning”  Apply Common-Sense “An atmosphere of fear and an overwhelming preoccupation with infection and hygiene can be harmful to teachers and pupils and to the quality of the educational experience without materially reducing the risk of infection beyond what can be achieved with a common-sense approach”  Create Awareness “A heightened awareness by staff, parents and children (where age appropriate) is required so that they know how to protect themselves and each other and how to recognise and report symptoms of COVID-19 infection”  Do Everything Practical to Avoid Introduction of COVID-19 into the school “The most critical part of managing the risks of COVID-19 related to schools is doing everything practical to avoid introduction of COVID-19 into the school. If the infection is not introduced it cannot spread. The risk of introduction is related to how common the infection is in the community served by the school at a given time. If the infection is uncommon in the community then the likelihood of introduction is much lower”  Stay at Home if Unwell “No person (child, teacher or parent) should attend an educational setting if unwell or any members of their household are unwell with symptoms consistent with COVID-19”  Keep doing the key measures to keep us all safe “Social (Physical) distancing, hand hygiene and good respiratory etiquette should be observed by all (children, teachers, parents and visitors)” A key element to ensuring that school remain open once they reopen is for everyone in the school community (students, their families and staff) to continue to play their role in —— 7 Roadmap for Full Return to Schools keeping the virus out of their school by adopting behaviours in harmony with these broad themes. —— 8 Roadmap for Full Return to Schools COVID-19 Response Plans for Schools The Return to Work Safely Protocol, prepared by the Department of Business, Enterprise and Innovation and the Department of Health, is designed to:  support employers and workers to put measures in place that will prevent the spread of COVID-19 in the workplace; and  to adapt their workplace procedures and practices to comply fully with the COVID-19 related public health protection measures identified as necessary by the HSE. It sets out the steps that must be taken before a workplace reopens, and through its operation, including:  mandatory COVID-19 induction training;  the appointment of at least one lead worker representative charged with ensuring that COVID-19 measures are strictly adhered to in their place of work; and  processes to deal with suspected cases of COVID-19. Schools are places of learning for students whilst all schools are also places of work. The Return to Work Safely Protocol will be implemented in all schools. To support schools to implement the Protocol the Department has developed COVID-19 Response Plan template documentation tailored to reflect the differences between Post Primary Schools and Primary and Special Schools. The completion and implementation of the Covid-19 Response Plan by a school is the means through which schools can best prevent the introduction and spread of Covid-19 in the school environment. It is a very important living document which will be adapted over time to reflect the evolving COVID-19 context. The COVID-19 Response Plan templates has been developed in line with Public Health Advice, the guidance provided by the Health and Safety Authority (HSA). They have been prepared and shared with the education partners. This centralised approach was adopted to reduce the administrative burden on schools and enable a consistency of approach across the sector. The templates include: —— 9  a draft COVID-19 Policy Document to be updated by each school;  the relevant pre-return to work steps to be completed by both the school management and staff;  the process for the appointment of a ‘Lead Worker Representative’ at school level, as agreed by the Department and staff representatives; Roadmap for Full Return to Schools  a risk assessment template to identify any risks to be managed at school level (developed in conjunction with the HSA);  various checklists to allow for planning and reopening of schools, including induction training, dealing with suspected cases and cleaning of schools are also included; ;  Guidance on restricted access to the school facility for persons other than staff and students for essential purposes and limited to those who have prior approval from the Principal; and  Guidance related to the prompt identification and isolation of potentially infectious individuals whereby schools will be required to maintain a log of staff and pupil/student contacts and a detailed sign in/sign out log of those visiting the school facility will require to be maintained. Where there is a suspected case of COVID-19 in a school, the COVID-19 Response Plan Guidance also sets out steps schools should take as follows:  Bring the person to the designated isolation area available in each school;  Arrangements to contact parents/guardians in the event of a suspected case in a pupil/student;  Facilitate the person remaining in isolation if they cannot go home immediately;  Supporting the making of arrangements for transport home or if they are too unwell to go home to contact 999 or 112 to advise it is a COVID-19 suspected case;  Carrying out an assessment of the incident to determine follow up actions; and  Arrangements for the appropriate cleaning of the isolation and work areas. there is a suspected or confirmed case of COVID-19 amongst school staff or Where pupils, schools need to maintain both staff and pupil confidentiality at all times and must follow the instructions of HSE Public Health. HSE Public Health will: —— 10  inform any staff/parents or students who come into close contact with a diagnosed case via the contact tracing process;  contact all relevant persons where a diagnosis of COVID-19 is made; and  advise on the appropriate action, on a case-by-case basis, that should be taken vis-à-vis the operation of the school. Roadmap for Full Return to Schools Measures and Operational Changes to be implemented in Schools The measures set out in the Public Health Advice are predicated on two general recommendations: 1. Minimising the risk of introduction of COVID-19 into the school community; and 2. Managing the risk of spread if introduced through:  Regular hand hygiene;  Maintaining physical distancing;  Application of respiratory hygiene and cough etiquette; and  Environmental hygiene. In terms of Minimising the risk of introduction of COVID-19 into the school community, it is critical that people stay at home if unwell. Nobody should go to school if they are unwell or any members of their household are unwell with symptoms consistent with COVID-19. In managing the risk of spread of COVID-19 if introduced into the school community, this section sets out the specific guidance and supports available to schools relating to:  Supporting and promoting good hand hygiene;  Enhanced cleaning regimes within our schools;  Maintaining physical distancing within schools and in the classroom; and  The use of face coverings/masks in schools. —— 11 Roadmap for Full Return to Schools Supporting and Promoting Good Hand Hygiene Section 5.1 of the Public Health Advice stresses the importance of regular and good hand hygiene as a key control measure to minimise the risk of spread of COVID-19 in infection is introduced. The Public Health Advice provides practical guidance on:  Frequency of hand hygiene;  Measures to support and promote good hand hygiene;  Guidance on hand washing facilities, hand washing products and hand sanitiser. Schools should carefully consider how best to apply this section of the Public Health Advice on hand hygiene in their school. In support of this work, schools will be provided by the Department with:  access to training on when to wash hands and how to wash them properly.  posters for display throughout the school to promote good hand hygiene; and  access to hand hygiene products and consumables through a centralised drawdown framework (as described later in this Roadmap). In addition, in primary schools a focus will be placed on the use of the Social, Personal and Health Education (SPHE) programme as a way to promote personal hygiene including proper hand hygiene for younger pupils. As noted in the Public Health Advice “Hand hygiene can be achieved by hand washing or use of a sanitiser (when hands look clean)”. As existing handwashing facilities in schools were not designed for the enhanced level of handwashing envisaged necessary in a post COVID-19 environment without significantly impacting on educational class time, funding will be provided to augment hand hygiene facilities in schools. Given that hand sanitisers can be deployed more readily at entry and exit points of schools and for classrooms, the Department will provide funding to schools to install and use hand sanitisers for each classroom and other key locations (entry/exit points) in their school. Schools will have access to hand sanitiser dispensers, and the ongoing supply of sanitiser for each school through a centralised drawdown framework. The framework will be available for drawdown from early August and detailed guidance will issue to schools on how to use it. The above measures will be important elements in ensuring that best practice in hand hygiene is applied in schools. —— 12 Roadmap for Full Return to Schools Enhanced Cleaning Regimes in our Schools In line with the Public Health Advice, more regular and enhanced cleaning regimes will need to be implemented in each school to manage the risk of introduction and spread of COVID-19. Section 5.5 and 5.6 of the Public Health Advice provides relevant guidance to schools on effective school cleaning including:  steps to be taken before reopening the school;  how to clean;  the options for both routine and post COVID-19 case cleaning for surfaces, toilets and equipment;  guidance on cleaning of shared equipment in schools such as musical instruments, art materials, electronic and sports equipment.  guidance on how to manage cleaning of toys for young children and for the care of equipment and aids for pupils with special educational needs;  the PPE to be used for cleaning in schools as well as the waste management treatment of materials resulting from routine cleaning and post COVID-19 cases.  that each setting in a school should be cleaned at least once per day and where there is access to additional cleaning support during school hours it should be focused on frequently touched objects and surfaces; and  the cleaning steps that should take place in a school room where an individual with suspected or confirmed COVID-19 was present as well as the arrangements needed for communal areas the person may have visited/used. In support of schools implementing this enhanced cleaning regime in line with the Public Health Advice and the COVID-19 Response Plan, schools will be provided with: —— 13  A template checklist within the COVID-Response Plan related to cleaning;  A module in the Induction Training Programme which focuses on cleaning; and  A COVID-19 capitation grant to fund the cost of enhanced cleaning regimes within schools. Roadmap for Full Return to Schools Maintaining Physical Distancing in Schools The Public Health Advice sets out the “.. the principle of distancing can be usefully applied in the school setting, allowing for some flexibility when needed whilst noting that it must be applied in a practical way, recognising that the learning environment cannot be dominated by a potentially counterproductive focus on this issue”. In terms of maintaining physical distancing, measures outlined in the Public Health Advice fall into two broad categories: (i) Increasing separation; (ii) Decreasing interaction between students themselves, between students and staff and between staff when they are together; It also recognises that:  the implementation of physical distancing will look different across the various ages and stages of learning;  care should be taken to avoid generating tension or potential conflict and some flexibility in the implementation of measures may be required at times; and  staff will not always be able to maintain physical distance from their students and it is not appropriate that they would be expected to do so where this could have a detrimental impact on the student or the learning and health and safety of other students. Given that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school; and (iv) student numbers, schools themselves are best placed to decide on the appropriate reconfigurations / operational changes necessary to maintain physical distancing. Section 5.3 of the Public Health Advice outlines the practical measures that should be considered and, if appropriate, implemented in schools at both primary and post primary level. The implementation of physical reconfiguration measures in schools, allied to the additional supports set out later in this Roadmap, provide the operational means through which physical distancing within schools can be maintained. Specific additional guidance on the matter on maintaining physical distancing within the classroom at both primary and post primary level is set out below. —— 14 Roadmap for Full Return to Schools Maintaining physical distance in the classroom – Primary The Public Health Advice sets out the guidelines for maintaining physical distance in the classroom as primary level:  A distance of 1 metre should be maintained between desks or between individual pupils. It is recognised that younger children are unlikely to maintain physical distancing indoors. Therefore, achieving this recommendation in the first 4 years of primary school, is not a prerequisite to reopening a primary school for all pupils.  Where possible, work-stations should be allocated consistently to the same staff and children rather than having spaces that are shared.  The risk of spread of infection may be reduced by structuring pupils and their teachers into Class Bubbles (i.e. a class grouping which stays apart from other classes as much as possible) and discrete groups or ‘Pods’ within those class bubbles, to the extent that this is practical.  If a class is divided into Pods, there should be at least 1m distance between individual Pods within the Class Bubble and between individuals in the pod, whenever possible.  Generally speaking the objective is to limit contact and sharing of common facilities between people in different Class Bubbles (and Pods within those Class Bubbles) as much as possible, rather than to avoid all contact between Pods, as the latter will not always be possible.  The aim of the system within the school, is that each class grouping mix only with their own class from arrival at school in the morning until departure at the end of the school day. The Pods within those Class Bubbles is an additional measure, to limit the extent of close contact within the Class Bubble.  Pod sizes should be kept as small as is likely to be reasonably practical in the specific classroom context.  To the greatest extent possible, pupils and teaching staff should consistently be in the same Class Bubbles although this will not be possible at all times.  Different Class Bubbles should where possible have separate breaks and meal times or separate areas at break or meal times [or this could be different class years i.e. 2nd class, 3rd class etc.].  Sharing educational material between Pods should be avoided/minimised where possible.  Staff members who move from class bubble to class bubble should be limited as much as possible 15 —— Roadmap for Full Return to Schools To maintain physical distancing in the classroom, primary schools and special schools should: 1. Reconfigure class spaces to maximise physical distancing 2. Utilise and reconfigure all available space in the school in order to maximise physical distancing To support primary schools and special schools in the implementation of physical distancing in the classroom, the Department has developed a suite of illustrative classroom layouts of potential options (including arrangements for special classes) which are in accordance with the public health advice, and assumes  Room is clear of any unnecessary furniture/shelves etc. on the walls  A variety of classroom sizes. A link to the suite of illustrative primary classroom layouts is available here. You can find the link for SEN classrooms here. Funding will be provided under the enhanced minor works grant to facilitate this classroom re-configuration works. This funding will be provided to schools by mid- August. —— 16 Roadmap for Full Return to Schools Maintaining physical distance in the classroom – Post-Primary In implementing the public health advice within post primary school classrooms, it is acknowledged that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school; (iv) student numbers; (v) class configuration; and (vi) ease of potential access to space outside the school. In recognition that a ‘one size fits all’ approach would not be appropriate as schools themselves are best placed to decide on the appropriate configuration for their school, the Department has developed a Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all Students for the 2020/21 School Year. The Framework sets out a suite of available measures that must be implemented at individual school level to the greatest possible extent. The suite of measures set out in the Framework are: 1. Reconfigure class spaces to maximise physical distancing; 2. Utilising and reconfiguring all available space in the school in order to maximise physical distancing; 3. Review Timetables; 4. Reconfiguring Classes; 5. Consider Use of Live Streaming within the School; and 6. Accessing available spaces within the local community These suite of measures provides a practical framework for schools to use to maintain physical distancing in the classroom with the full return of all students for the 2020/21 school year. In exceptional circumstances, where notwithstanding the application of these measures, physical distancing by organisational means for a larger class proves not to be possible, then the school must consider the use of face covering/visors in that larger class. This exceptional measure should be kept continually under review by the school, who should continue to make every effort to devise an alternative solution using the measures set out at 1 to 6 above. Staff or students who cannot wear face coverings or visors for health reasons should be based in other classrooms or areas wherever possible. Students should not be required to wear face coverings or visors for the duration of the whole school day. A link to the Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all Students for the 2020/21 School Year can be found here. —— 17 Roadmap for Full Return to Schools Use of Face Coverings/Masks within Schools On the use of face coverings/masks in schools, the Public Health Advice states that: “Non-medical masks may reduce transmission from individuals who are shedding the virus. However, the extent of this benefit is unknown (especially in children) and would only be potentially beneficial if done properly. It is not practical for many students to wear a mask properly for the duration of a school day. Cloth face coverings are not suitable for children under the age of 13 and anyone who:  has trouble breathing  is unconscious or incapacitated  is unable to remove it without help  has special needs and who may feel upset or very uncomfortable wearing the face covering Older students should not be requested to wear a facial covering but those who may wish to wear a facial covering where physical distancing is difficult to maintain should not be discouraged. It is essential that those wearing a cloth face covering understand  The purpose is not to protect themselves but to reduce onward transmission and the benefit is reliant on ensuring the mask is worn appropriately see guidance on mask wearing  Wearing a face covering or mask does not negate the need to stay at home if symptomatic.  It is not a teachers responsibility to enforce mask use by pupils In line with the Public Health Advice, the use of face coverings/masks by pupils in primary schools by pupils should not occur. In post primary schools, the use of face coverings/masks by students may be a feature where:  The student themselves wishes to wear a facial covering in circumstances where physical distancing is difficult to maintain within the school; and/or  In the exceptional circumstances, where notwithstanding the application of the measures in the Framework to maintain Physical Distancing in the Classroom in Post Primary Schools with a full return of all Students for the 2020/21 School Year, physical distancing by organisational means for a larger class proves not to be possible. 18 —— Roadmap for Full Return to Schools Additional Supports Available to Schools The Department is providing capital and current funding now of an additional €377 million to support the safe and sustainable reopening of schools under the Roadmap. Further funding for school costs related to hand hygiene measures and PPE needs under the COVID-19 Response Plan, will be confirmed post the establishment of the drawdown framework of suppliers, which schools will have access to, described at the end of this section. In providing these additional supports, the Department is conscious that schools need to have certainty that what is provided not only allows them to reopen safely but to remain open. The Department recognises that given the size and scale of the schools system and the inherent differences between primary, and post primary schools and the particular challenges for special schools and special classes, that a “one size fits all” approach would not be appropriate and schools should be provided with some flexibility to manage the suite of resources now available from the Department. The section sets out the additional supports and measures available to primary, post primary and special schools/special classes. Finally taking into consideration the impacts that the current school closures have had on students generally but particularly on children with special educational needs and those experiencing educational disadvantage. Additional NEPS psychologists will be appointed to provide enhanced services to support the wellbeing of our school communities at this time, with a particular emphasis on the wellbeing of our special school communities. —— 19 Roadmap for Full Return to Schools Additional Support for Primary Schools The range of additional supports available to Primary Schools are:  An enhanced Minor Works Grant to support full implementation of COVID-19 response plans;  Employing an aide to help with the school re-opening logistics;  Increased management support to schools;  Extending the current pilot supply panel for substitute teachers on a nationwide basis; and  Additional financial supports to provide for additional cleaning, hand hygiene and PPE costs under the COVID-19 Response Plans. Enhanced Minor Works to Support Full Implementation of COVID-19 Response Plans The full implementation of the COVID-19 Response Plans for Schools, and the Public Health Advice, may require some reconfiguration works within schools including:  Ensuring that all available space in the school should be availed of in order to safely maximising physical distancing; and  the class space should be reconfigured to maximise physical distancing Given that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school and (iv) student numbers; individual schools are best placed to decide on the appropriate re-configuration works for their school. To support this work, a once off enhanced minor works grant will paid to all primary schools by mid-August. By providing funding to schools in this way, schools will have the necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and this Roadmap. The Minor Works Grant is based on a flat rate of €5,500 plus a per capita rate of €18.50 for each pupil (€74 in the case of pupils in special schools or special classes). The enhanced element of the minor work grant will match this (therefore doubling the minor works grant to schools). —— 20 Roadmap for Full Return to Schools The table below provides an illustrative example of the value of the minor works grant for primary schools of various sizes. School Size Current Minor Works Grant Enhanced COVID -19 element Total Minor Works Grant 60 €6,610 €6,610 €13,220 €7,350 €14,700 100 €7,350 200 €9,200 €9,200 300 €11,050 €11,050 400 €12,900 €12,900 500 €14,750 €18,400 €22,100 €25,800 €14,750 €29,500 Calculations in this table based on number of mainstream pupils only; Employing an aide to help with school reopening logistics Funding will be provided to primary schools to employ an aide to assist with the physical and logistical arrangements necessary for school re-opening including movement of furniture, setting up hand sanitising stations, signage, training, engaging with parents and Funding will be provided to each primary school on a sliding scale to facilitate this work. The level of funding is based on the size of the schools and is set out in the following table: From Enrolment Range No. of Days <300 2 301 -600 5 >600 10 —— 21 Roadmap for Full Return to Schools Increased Management Supports to Schools The Department is providing funding for 1 release day per week for teaching principals and for those primary schools with an admin principal, there will also be release days for the deputy principal. This additional provision is set out in the tables below. Principal Release days Size of School* Principal + 5/6 Principal +3/4 Principal + 0/1/2 *refers to mainstream class posts Additional Number of days release time 6 12 18 Deputy Principals Release Days where schools have an Admin Principal In schools where the Principal is an Admin Principal, the Deputy Principal will have an entitlement to Deputy Principal Release days in respect of the 2020/21 school year as follows: Size of School* < Principal + 9 Principal + 9 – Principal + 16 Principal + 17 – Principal + 24 Principal + 25 – Principal + 32 >Principal + 33 All Special Schools > P+4 *refers to mainstream class posts Number of days release time 5 10 12 14 16 16 Extending the Current Pilot Supply Panel for Substitute Teachers on a Nationwide Basis To support the availability of substitute teachers, the Department is extending the current pilot supply panels on a nationwide basis for the 2020/21 school year. This will involve the additional allocation of approx. 200 teaching posts. The location of the panels areas are illustrated in the following map. As work proceeds in establishing the supply panels, further refinements may be made where there are challenges in accessing substitute teachers. —— 22 Roadmap for Full Return to Schools County Carlow Cavan Clare Clare Cork Cork Cork Cork Cork Cork Donegal Donegal Donegal Dublin Dublin Dublin Dublin Dublin Dublin Galway Galway Galway Kerry Kerry Kildare Kildare Kildare Kildare Kilkenny Laois Laois Leitrim Limerick Limerick Longford Louth Louth Mayo Mayo Mayo Meath Meath Monaghan Offaly Offaly Roscommon Sligo Tipperary Tipperary Tipperary Waterford Waterford Westmeath Westmeath Wexford Wexford Wicklow —— 23 Town Carlow Cavan Ennis Kilrush Cobh Mitchelstown Mallow Ballincollig Cork City North * Cork city Centre Letterkenny Donegal Buncrana Terenure * Dublin city centre Ballyfermot Artane * Arklow Ballinteer Athenry * Galway City Tuam Tralee Killarney Maynooth Athy Leixlip * Kildare Town Kilkenny City Portarlington Portlaoise Carrick On Shannon Castletroy Newcastlewest Longford Dundalk Drogheda Claremorris Castlebar Ballina Ashbourne Navan * Monaghan Tullamore Edenderry Roscommon Sligo Nenagh Thurles Clonmel Waterford Dungarvan Athlone Mullingar Wexford Enniscorthy Arklow Supply Panel locations Roadmap for Full Return to Schools —— 24 Wicklow Bray Wicklow Blessington * Pilot Supply Panels Roadmap for Full Return to Schools Additional Financial supports to schools to cover additional cleaning, hand hygiene and PPE costs To support the implementation of enhanced cleaning regimes in schools, a COVID-19 capitation payment will be used as the mechanism to support the implementation of enhanced cleaning regimes in Primary schools, including special schools and special classes, with close to an additional €40 million for this purpose. This will be provided on a sliding scale in line with pupil enrolments. Enhanced support will be provided for special schools and classes. Examples of the amount payable to schools of various sizes is provided in the table below. Primary schools supplemental Covid Grant for cleaning costs Pupil Enrolment Mainstream Up to 60 100 200 400 600 €3,780 €6,300 €12,600 €25,200 €37,800 The COVID-19 capitation grant will also be the mechanism through which additional funding will be provided to cater for school costs related to hand hygiene measures and PPE requirements under the COVID-19 Response Plan. Additional provision for this purpose will be confirmed with the establishment of the drawdown framework of suppliers described later in this section. —— 25 Roadmap for Full Return to Schools Additional Support for Post Primary Schools The range of additional supports available to post primary schools are:  A new Minor Works Grant to post primary schools to support full implementation of COVID-19 response plans;  Employing an aide to help with the school re-opening logistics;  1,080 additional teaching posts including 120 guidance posts;  Enhanced supervision supports; and  Additional financial supports to schools to cover additional cleaning, hand hygiene and PPE costs under COVID-19 Response Plans. A new Minor Works Grant to Post Primary School to Support Full Implementation of COVID-19 Response Plans The full implementation of the COVID-19 Response Plans for Schools, and the Public Health Advice, may require some reconfiguration works within schools including:  Ensuring that all available space in the school should be availed of in order to safely maximising physical distancing; and  the class space should be reconfigured to maximise physical distancing Given that each school setting is different in terms of (i) location; (ii) physical layout (iii) available space within the school and (iv) student numbers; individual schools are best placed to decide on the appropriate re-configuration works for their school. To support this work, a new once off minor works grant will paid to all eligible post primary schools by mid-August. By providing funding to schools in this way, schools will have necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and this Roadmap. The Minor Works grant is based on a flat rate of €10,000 per school plus a per capita rate of €100 for each student (€400 in the case of students in special classes). —— 26 Roadmap for Full Return to Schools The table below provides an illustrative example of the value of the minor works grant for post primary schools of various sizes. School size Minor Works Grant 200 400 600 €70,000.00 800 €90,000.00 1000 €110,000.00 Note: Calculations in this table based on no of mainstream students enrolled only Employing an aide to help with school reopening logistics Funding will be provided to post primary schools to employ an aide, similar to an examination aide, to assist with the physical and logistical arrangements necessary for school re-opening including movement of furniture, setting up hand sanitising stations, signage, training, engaging with parents and staff etc. Funding will be provided to each post primary school on a sliding scale to facilitate this work. The level of funding is based on the size of the schools and is set out in the following table: €30,000.00 €50,000.00 Enrolment Range less than 600 >600 No. of Days 15 20 1,000 Additional Teaching Posts The Department is making over 1,000 additional teaching posts available to post primary schools in the free scheme. Posts equivalent to 0.6 PTR reduction will be allocated based as normal on school enrolments and will be clearly identifiable in the school’s staffing schedule. This allocation will support the important work of teaching and learning and provide additional teachers needed to support teacher substitution, management of physical distancing requirements by reallocating class timetables in schools to smaller groups class sizes where necessary. These posts will also provide for management supports. —— 27 Roadmap for Full Return to Schools Approximately 120 posts will also be provided for guidance to support student wellbeing recognising the particular importance for this support in the context of the Covid-19 pandemic challenges. These posts will bring guidance provision in schools back to the level last seen before the financial crises. Schools will have flexibility to consider how best to align this resource allocation within the objectives of the School’s Guidance Plan. It is also recognised that at an individual school level, notwithstanding the range of measures including the framework to support physical distancing and the teaching and management allocation referenced here, that some challenges may remain to allow a post primary school to fully reopen safely. The Department is making available a number of posts to support these schools and relevant details will be included in circular letters to schools. Enhanced Supervision Supports €40m funding is being provided for additional supervision to support the management of physical distancing in post primary schools (such as ensuring the careful movement of students to classes for specialist subjects where it is neither practical nor possible to remain in the classroom). An additional funding allocation will be provided to schools to support this work and will be on a sliding scale to reflect pupil enrolments. Examples of the amount payable to schools of various sizes is provided in the table below. Post Primary Schools Supplemental Covid Grant for Substitution & Supervision Pupil Enrolment Mainstream Up to 200 400 600 800 —— 28 €21,000 €42,000 €63,000 €84,000 Roadmap for Full Return to Schools Additional Financial supports to schools to cover additional cleaning, hand hygiene and PPE costs €12.4m will be provided to schools for enhanced cleaning to reduce the risk of spread of COVID-19 in schools. The COVID-19 capitation payment will be used as the mechanism to support the implementation of enhanced cleaning regimes in schools with an additional €12.4m will be provided to schools for this purpose. This will be provided on a sliding scale in line with pupil enrolments and specific additional supports will be provided for special schools and classes. Examples of the amount payable to schools of various sizes is provided in the table below. Post Primary schools supplemental Covid Grant for cleaning costs Pupil Enrolment Mainstream 200 400 €13,200 600 €19,800 800 €26,400 The COVID-19 capitation grant will also be the mechanism through which additional funding will be provided to cater for school costs related to hand hygiene measures and PPE requirements under the COVID-19 Response Plan. Additional provision for this purpose will be confirmed to schools with the establishment of the drawdown framework of suppliers described later in this section. €6,600 —— 29 Roadmap for Full Return to Schools Additional Support to Special Schools and for Special Classes The Department is making additional provision for special schools and special classes in recognition of the particular challenges that these schools and classes will face dealing with children with complex medical and care needs. Additional NEPS psychologists will be appointed to provide enhanced services to support the wellbeing of our school communities at this time, with a particular emphasis on the wellbeing of our special school communities. Special schools will receive funding equivalent to 10 days, for the purposes of employing an aide to assist with the logistics for preparing for reopening. To support this work, a once off enhanced minor works grant will paid to all schools by mid-August. By providing funding to schools in this way, schools will have necessary flexibility to implement necessary physical measures in their school quickly in compliance with the Public Health Advice and this Roadmap. Enhanced per capita rates apply for pupils attending a special school or attending a special class attached to a mainstream school Special schools and schools with special classes where there is a teaching principal will receive one release day per week. Those schools with admin Deputy Principals will be provided with 16 release days. The Department is also supporting the replacement of all absences of SNAs in school settings. Enhanced COVID-19 rates are payable in respect of students attending special schools and special classes attached to mainstream schools to assist with the extra costs associated with the cleaning of classrooms with a small number of students, operating specialist provision. —— 30 Roadmap for Full Return to Schools Primary Schools Supplemental Covid-19 Grant funding for cleaning costs in Special Schools No of Teachers Enhanced funding 1 €4,620 2 €4,774 3 €7,392 4 €10,010 5 €12,628 6 €15,169 7 €17,556 8 €19,866 9 €20,944 10 €23,485 11 €26,026 12 €28,567 13 €31,108 14 €33,649 15 €36,190 16 €38,731 The COVID-19 capitation grant will also be the mechanism through which additional funding will be provided to cater for costs related to hand hygiene measures and PPE requirements under the COVID-19 Response Plan. Additional provision for this purpose will be confirmed with the establishment of the drawdown framework of suppliers described later in this section. —— 31 Roadmap for Full Return to Schools Access to Procurement Framework & Funding to support Hand Hygiene & PPE Needs within Schools To ensure access for schools, on a value for money basis, to a secure supply chain for any Personal Protective Equipment (PPE), Consumables and Equipment associated with COVID-19 Response Plans, the Department is in the final stages of establishing a drawdown framework of suppliers of such products. It is expected that this multi-supplier arrangement will be available to schools to access from early August. Under the drawdown framework, schools will be able to choose a supplier from the framework and the products which best suit their needs. It is intended that order from schools will be processed within a very short timeline and delivered directly to schools. Accompanying guidelines to schools on the accessing the framework will issue in early August. All PPE, consumables and equipment requirements of schools under this Roadmap and with schools COVID-19 Response Plans, and in line with the Public Health Advice, will be available through the Framework including:  Hand sanitiser dispensers;  Hand sanitiser liquid;  Hand soap;  Disposable Paper Towels;  Wipes;  Gloves;  Face masks  Face coverings/visors;  Aprons; and  Detergents etc. The funding to cover school costs will be by way of a COVID-19 capitation grant will be issued to schools and will be confirmed with the establishment of the drawdown framework. —— 32 Roadmap for Full Return to Schools Arrangements to Get Children Safely to our Schools Getting children to school safely has been a key part of planning for reopening schools. In urban areas, this will mean supporting the NTA in promoting various alternative means for children to get to school in a safe way, including walking and cycling and more generally in reducing the impact on the public transport system of school reopening. There is intensive engagement with Bus Éireann to carefully plan for the School Transport Scheme and SEN transport, to ensure it is operating within the parameters of public health advice. School Transport Scheme Services School Transport Scheme services operated by Bus Éireann on behalf of the Department will fully operate as normal, in line with public health advice, when schools re-open for the 2020/2021 school year. In planning for normal resumption of school transport services consideration has been taken of the fact that school transport somewhat differs to public transport in that:  School transport services are controlled environments.  Each transport service carries the same children on a daily basis to their school of attendance.  It is a restricted group of transport users which will facilitate contact tracing if required. Observing hygiene requirements will be a key priority and clear communication to all parents of children or to older students using school transport services will set out the following requirements for those travelling on school transport: —— 33  Not to use school transport if they are displaying symptoms.  To maintain physical distancing while waiting for transport.  To always sit in pre-assigned seating and next to a sibling or child from their class group (this should be the same child at all times).  To use hand sanitizer on boarding the bus.  To observe respiratory etiquette at all times while waiting for and on-board transport services.  To disembark the bus one by one in an orderly fashion; and  With the exception of those children who for medical or special educational needs reasons are not in a position to wear a facemask or face covering, all Roadmap for Full Return to Schools other students travelling on the post-primary scheme are required to wear facemasks while waiting for and on-board transport services. With regard to SEN Transport services, these health guidelines will also apply. Funding supports will be made available to schools for the provision of masks or visors to School Bus Escorts where required, bearing in mind the SEN needs of the child/children on the service, and where physical distancing cannot be maintained. These will be accessible to schools through the drawdown framework described earlier. Bus Éireann, in consultation with the Department, is providing information and guidance for their own employees and to contractors contracted to operate on the School Transport Scheme to advise them of: —— 34 • Sanitisation and additional cleaning requirements. • Use of Personal Protective Equipment for school transport staff. • Measures to take if a child on a service becomes ill or is displaying symptoms while travelling. • Return to work safely protocols. Roadmap for Full Return to Schools Supporting the Wellbeing of School Communities Introduction The wellbeing of our school communities is a fundamental element of the Department’s overall plan to ensure a successful return to school as we continue to manage the impact of the Covid-19 pandemic. We are living through exceptional times and this impacts on the wellbeing of everyone in different ways and at different times. People have been naturally worried about the risk to their physical health and that of their loved ones and have been challenged by the public health measures that were put in place in Ireland to control the spread of the virus, such as staying at home and school closures. People have an inbuilt capacity to adapt. This is what is at the heart of resilience. Most people are weathering this storm and will emerge stronger and with new skills. Most respond really well to information and practical advice on new ways of managing and staying active and connected. Some will, for a variety of reasons, struggle a little to adapt and will need greater levels of practical and social support to make the adjustments needed to stay well. A very small number may find the changes brought about by COVID-19 very challenging, and may need higher levels of practical and mental health supports. We are now preparing for the reopening of schools. We know that most students, and indeed their families and school staff will be looking forward to going back, reconnecting with school, reconnecting with staff and friends and settling back into school work. This will be a time of change, with new rules and routines to learn, in order to keep everyone safe. Some students may feel worried about returning to school, and that’s normal. Most will however, re-engage with little difficulty after an initial settling in period. Supporting Wellbeing: Essential Elements The Department has developed and prepared a comprehensive response to supporting the wellbeing of school communities at this time guided by five essential principles for wellbeing promotion at times like this. These are promoting:  A sense of safety  A sense of calm  A sense of belonging and connectedness to school  A sense of self-efficacy and school-community efficacy  A sense of hope —— 35 Roadmap for Full Return to Schools These principles are widely accepted and explicitly recommended as protective factors to support optimal returning to normalcy and wellbeing in the aftermath of emergency situations. A tiered model of support is recommended with a strong universal focus, based on the knowledge that people are naturally resilient and most will adapt with the provision of basic practical and empathetic supports while acknowledging some groups will need additional and more intensive levels of support. In this regard the Departments of Health; and Children, Disability, Equality and Integration; along with their services, will play a key partnership role. Support provided by the Department of Education will utilise the usual school support structure – the Continuum of Support (Figure 1). This support structure allows schools to provide universal support for all students, using prevention and early intervention approaches, to support wellbeing and transition back to school. The Continuum of Support framework also recognises that some students who continue to struggle to settle, despite the provision of universal supports, will require more targeted support, while still others with more complex need will require an individualised approach to support. Figure 1: The DES Continuum of Support Resources and Support for School Communities: The foundation for the provision of a continuum of support in schools, will be the provision of support for school staff wellbeing, and guidance to help them feel confident and equipped to support the wellbeing of their students. The Department has worked —— 36 Roadmap for Full Return to Schools 2 • A comprehensive communications campaign, delivering universal messages of safety and wellbeing to all • Webpage with access to all information relating to the reopening of schools, including information about wellbeing, with links to specific resources, guidance and support • Wellbeing Webinars for primary/special/post-primary schools - supporting wellbeing as schools reopen • Wellbeing Toolkit for Teachers with a range of easily downloadable, user-friendly materials • Services provided by the National Educational Psychological Service, with enhanced focus on special school communities o Consultation and Advice Service to schools o Casework Service in schools o Support and Development Service to schools - Professional Learning Opportunities for Teachers • Access to a range of support/resources and professional learning opportunities provided by: o Department’s Teacher Education Support Services o National Council for Special Education Support Service (NCSE) o National Council for Curriculum and Assessment (NCCA) o National Centre for Guidance in Education (NCGE) o Tusla Education Support Service (TESS) o HSE’s Health Promotion Team • Access to additional teaching posts at post primary level, which may be leveraged to support guidance, wellbeing and leadership support • e-mental health services, including on-line counselling, provided by the HSE/HSE-funded service providers including spunout.ie, Jigsaw, MyMind, Childline and Turn2Me. 2 TheDepartment’sSupportServices/AgenciesincludetheProfessionalDevelopment Service for Teachers (PDST), Junior Cycle for Teachers (JCT), Centre for School Leadership (CSL), National Induction Programme for Teachers (NIPT), National Council for Special Education (NCSE) Support Service, National Council for Curriculum and Assessment (NCCA), National Centre for Guidance in Education (NCGE) and National Educational Psychological Service (NEPS). 37 closely with its broad range of support services and agencies , and with the HSE/HSE- funded services and the Tusla Education Support Service to create an aligned and coherent package of supports and resources to assist schools in this regard. Supports will include: —— Roadmap for Full Return to Schools Promoting School Staff Wellbeing: The Department recognises the need for school staff wellbeing and collective self- care. Support for school staff wellbeing will be provided by Department Support Services including the PDST and CSL, as well as by the HSE’s Health Promotion Team. An Occupational Health Strategy is in place as a supportive resource for staff in schools. The aim of the Occupational Health Strategy is to promote the health and wellbeing of employees in the workplace, with a strong focus on prevention. The Occupational Health Strategy comprises the Employee Assistance Service and the Occupational Health Service. The Employee Assistance Service (EAS) is provided by Spectrum.Life under the logo of ‘Wellbeing Together: Folláinne Le Chéile’. Under the EAS, employees have a dedicated free-phone confidential helpline 1800 411 057 available 24 hours a day, 365 days a year providing advice on a range of issues such as wellbeing, legal, financial, mediation, management support etc. Where required, short-term counselling is available to employees and their families (over the age of 18 years and living at home). A bespoke wellbeing portal and app which offers access to podcasts and blogs on topics around wellbeing and mental health, family life, exercise and nutrition is also available. In addition online cognitive behavioural therapy is provided. As part of the services provided by Spectrum Life a Mental Health Promotion Manager is available to develop and deliver evidence based mental health and wellbeing initiatives to reduce stigma and improve mental health literacy and to increase engagement with the service. They will also be providing a series of webinars and presentations to promote staff wellbeing in schools as schools reopen and during the upcoming school year. Further information on the wellbeing response can be found here. —— 38 Roadmap for Full Return to Schools Guidance on Learning and School Programmes in 2020/21 The Department has worked closely with the National Council for Curriculum and Assessment (NCCA), the State Examinations Commission (SEC) and the Professional Development Services for Teachers (PDST) on supporting schools in mediating the curriculum for the new school year. Curriculum Guidance – General Principles The Department recognizes that curriculum considerations for 2020/21 school year at both primary/special school and post-primary level must take account of the variable learning experiences of pupils/students during the period of school closure, the likely gaps in learning and the practical context in which teaching and learning will be taking place in the new school year. Provision for curriculum also needs to take account of the likelihood that the impact of school closures on pupil/student experiences has not been uniform. It is likely that pupils with special educational needs, pupils at risk of educational disadvantage, pupils with English as an additional language and pupils experiencing homelessness or living in direct provision have been the most adversely affected by the lack of classroom contact time. The Department has prepared a series of guidance documents for schools – for primary schools, post-primary schools, schools providing Transition Year and schools and centres for education offering the Leaving Certificate Applied programme in 2020/21. The purpose of the guidance documents is to ensure that pupils/students can settle back into school, that all of the school community can stay safe and well and pupils/students can pick up and progress their learning, experiencing as full and enjoyable a curriculum as possible. The principles underpinning the guidance documents are:  Adherence to the relevant health and safety requirements;  Supporting the wellbeing of learners and school staff;  Ensuring equity and consistency in curriculum provision and pupil/student —— 39 learning experiences;  Supporting pupils/students where they are at in their learning and providing them with what they need in order to flourish and be successful;  Establishing curriculum and instructional priorities and planning accordingly;  Developing and supporting collaboration with parents and agencies, in order to maximize outcomes for pupils/students in a fair and equitable way; Roadmap for Full Return to Schools  At post primary level there are additional principles to recognise the autonomy of schools to determine how the curriculum is planned and mediated; and  An approach to planning that is learner centred, balanced, adaptive and responsive to pupil/ student needs. Primary Level As most primary pupils will not have been in their school building for a period of over five months, the focus at the start of the school year will be on managing the transition period of returning to school from home. While the return to school offers a welcome opportunity for children to revive social connections it is also recognized that it will be an anxious time for some. Schools will be encouraged to allow time for pupils to develop the relationships necessary so that they are available and ready to participate in a meaningful way with their learning. There is a focus in the documentation on welcoming junior infants to schools and a wide range of resources and support materials have been provided by the Department of Education as well as the Department of Children, Disability, Equality and Integration to support this group. The guidance outlines the learning approaches which schools should take and the need to allow for revisiting and revising of areas of the curriculum to reinforce and consolidate learning. Schools will also be required to reprioritize certain areas of the curriculum, especially during the initial weeks of the first term, to give greater time and attention to areas such as Social, Personal and Health Education, Physical Education, Language and Mathematics. It is intended that as schools form comprehensive pictures of where pupils are in their learning they will work towards a more typical curriculum plans. The guidance can be found here. Supporting Pupils with Special Educational Needs (SEN) It is recognized that pupils with SEN will require particular support at the time of transition back to school including supporting their well-being, reducing potential anxiety and planning learning experiences that take account of the effect of school closures on their progress. Approximately 15,000 pupils with SEN will have availed of the Department supported summer provision and all records of progress for these children, whether the programmes were delivered in school or home settings will be available to their schools to support planning for their needs in the new term. The guidance provides additional strategies to support children with ASD where it is likely that the impact of school closures will have been significant so that learning —— 40 Roadmap for Full Return to Schools experiences, routines and sensory needs should be carefully planned. The guidance can be found here. Post-Primary Level In the guidance at post-primary level, the Department recognises that welcoming first years and supporting their transition is a critical task for schools. The Education Passport for these students should have been received from their primary school to assist in planning for their educational needs. Prioritising curriculum in the key skills at Junior Cycle such as managing myself, managing information and thinking and staying well is proposed to support these students. Maintaining the same and subject teachers and tutor groups where possible may be considered by schools as an effective way to support other post-primary student group transitions. Schools are asked in particular to be flexible in their procedures around facilitating subject selections at fifth year. The guidance can be found here. The importance of student wellbeing in the return to school is recognised and schools are required to consider these matters in a “whole of school” and “whole of staff” approach. Notwithstanding the focus on wellbeing, the Department is aware that some schools are experiencing challenges in increasing the provision for wellbeing from 300 hours to 400 hours at Junior Cycle, so schools can defer the increased provision until the 2021/22 school year. Assessment for certification There is significant autonomy in schools in deciding how to sequence and pace learning for students in their schools and therefore the Department does not propose to centrally prescribe adjustments of the curriculum. It is considered that the most appropriate way to reflect the challenges that have occurred for students in 2019/20 and potentially in 2020/21 is to incorporate adjustments into the certificate examinations in 2021. Junior Cycle  The number of classroom based assessments to be completed by those entering third year has been reduced and the dates for completion of some elements extended into the new school year.  Detailed arrangements in relation to the Junior Cycle certification examinations in 2021 will be made available before the start of the school year.  41 —— Roadmap for Full Return to Schools Senior Cycle The Department recognises that some changes will be required to the assessment arrangements for the Leaving Certificate, Leaving Certificate Applied and Leaving Certificate Vocational Programmes. A key consideration in making these adjustments is the need to maintain familiarity with the structure of the questions and assessment components for students and teachers. There will be no need to issue sample papers to reflect the changes. The changes will be broadly proportionate but may vary, taking into account specific context across modules, subjects and programmes. In all cases they will involve some combination of:  Students will be provided with greater choice in written examinations; this will be supported through the provision of additional questions and/or adjustments to mandatory sections on written examination papers  The dates on which coursework briefs are issued will be brought forward to allow for additional preparation time for students and teachers  In some subjects, adjustments to the requirements for practical examinations will be made; these adjustments will reflect the need to manage access to equipment to complete the preparatory aspects. Leaving Certificate Applied (LCA) The Department’s guidance document sets out the curriculum and assessment arrangements for the LCA Year 1 and Year 2 students for the school year 2020/21. In the case of LCA Year 2 students it outlines the revised arrangement for the satisfactory completion of modules, student tasks, and final examinations. The guidance can be found here. Transition Year (TY) The Department, through this guidance information sets out how much of what is valued in the TY programme can continue to be a central feature in the 2020/21 school year. The programme is ideally placed to build on progress at junior cycle, allowing additional time as needed to identify priority areas for knowledge and skill development in senior cycle. It is also ideally suited to the use of digital technology and the guidance identifies ways that experiences in TY can be enhanced through practical planning tips. It also —— 42 Roadmap for Full Return to Schools reminds schools to minimise the costs associated with this programme in the current environment. The guidance can be found here. Pausing Curricular Reform Taking account of the loss of in-class time at the end of the 2019/2020 school year, the potential challenges facing schools at the outset of the new school year, and the workload of principals at this time, it is acknowledged that this is not a suitable time for significant curriculum change, particularly at the start of the new school year. In order to support schools in the practicalities of re-engaging with students, a number of key decisions have been taken to pause elements of curriculum change that were due to commence in September 2020. At primary level the consultation period on the the new primary curriculum framework is being extended to at least end year with completion expected by end Q2 2021. The effect of this will push out the timeframe for the Primary Mathematics Curriculum and the curricula for each of the other subject areas. Support for the Primary Languages Curriculum/Curaclam Teanga na Bunscoile will restart in early 2021. The NCCA will continue to undertake development work in the area of relationships and sexuality education (RSE) and traveller history and culture; and the Department will continue to undertake development work in relation to the Education for Sustainable Development strategy, the Literacy and Numeracy strategy and the STEM education implementation plan. At post primary level this pause includes the following: Junior Cycle – Schools were originally required to increase the number of hours of Wellbeing provision at Junior Cycle from 300 to 400 hours from September 2020. They will now be able to defer this until September 2021. Senior Cycle – A number of schools were due to introduce new optional subjects from September 2020, including Leaving Certificate Computer Science, Physical Education, and the Leaving Certificate Foreign Languages of Mandarin Chinese, Polish, Lithuanian and Portuguese. These schools will now be provided with the option to defer implementation until September 2021. Implementation in schools of the revised specification for Leaving Certificate Art will be deferred by one year to September 2021. The implementation of a number of new —— 43 Roadmap for Full Return to Schools Leaving Certificate Applied (LCA) Module Descriptors will be deferred by one year to September 2021. Also at Senior Cycle planned consultation on new specifications for Leaving Certificate Irish is being deferred from the second half of 2020 to the first half of 2021. Consultation on a number of other Leaving Certificate subjects will also be deferred, including Physics, Chemistry and Biology, Arabic, and Latin and Ancient Greek. Work on the NCCA’s review of Senior Cycle has continued throughout 2020 and it is envisaged that Council’s Advisory Report to the Department will be finalised around the end of the year. The Department will continue to work with schools to enable them to be agile and responsive in ensuring that pupils/ students can continue to experience the curriculum as fully as possible and to progress in their learning in an online environment in the event of an individual school closure or localised closure of schools. Additional guidance and online materials for schools in this regard will be issued before the start of the new term. —— 44 Roadmap for Full Return to Schools Provision for Very High Risk Staff and Students and arrangements in the event of school closure in the future While the Roadmap provides for the reopening of all schools to all students, each school must be ready to:  provide for pupils who cannot attend for health reasons related to COVID-19, or  a situation where a school may be faced with closure (in whole or part) for a period during which the curriculum will need to be delivered remotely. The will necessitate an alternative provision approach in both circumstances, with relevant guidance set out below. Schools will also be provided with resources to replace staff who have been assessed as unable to return to the workplace due to Covid-19. These staff will be facilitated to work from home in line with arrangements that are consistent with the approach of the civil and public service more widely. This may include supporting very high risk students who cannot attend school. Supporting pupils at “very high risk” of COVID-19 The Department is conscious that there may be some pupils for whom return to school at the end of August may not be appropriate because the relevant public health guidelines indicate they are at “very high risk”. Responsibility to ensure that these pupils receive appropriate support to engage adequately with learning remains with each school. Good communication is key to supporting these pupils and to ensure their ongoing connection with their classmates and school community. Additional supports will be provided for these pupils/students through designated teachers from within the staffing resources of the school. Schools will have discretion to manage and redistribute their teaching support resources in order to best meet the learning needs of their pupils/students, including pupils/students at ‘very high risk’ to COVID-19. Under the direction of the School Principal the designated teacher should:  Liaise with the class teacher and special education teacher on relevant curricular —— 45 content and classwork; Roadmap for Full Return to Schools  Access relevant learning resources;  Provide the pupil/student with individualised support for his/her learning;  Increase the pupil/student autonomy, motivation, agency and wellbeing;  Improve the pupil/student capacity to be become a self-directed learner;  Support the development of the pupil/student digital competency;  Avail of the communication/learning platform used by the school to ensure ongoing contact with classmates and class teacher. Supporting Teaching and Learning in the home where there is localised school closure During the period of school closures the Department provided schools in the primary and special school sector and at post-primary level with a series of “Continuity of Schooling Guidance” documents to help education professionals and parents to support children learning in a remote environment. The events surrounding COVID-19 and the public health restrictions which resulted in the emergency closure of schools to learners has highlighted the absolute necessity for schools to be agile in how they can provide for continuity of teaching and learning in the future. The continuity of teaching and learning during the emergency period was achieved with significant additional effort from all school staff working remotely to ensure students were supported during this time. Most schools put in place arrangements to communicate with students and parents demonstrating innovation and resilience by providing flexible local responses. As a contingency for any such reoccurrence of closures whether localised or at a bigger scale to ensure compliance with any public health restrictions, it is vital that schools are prepared. The Department is updating its Continuity of Schooling Guidance documents to support schools in responding in an agile way in the event of localised school closure. Specifically schools will be provided with guidance and support to put in place arrangements to facilitate communication with and between staff, between staff and learners and to facilitate development of online approaches to remote and blended learning in the event that such is required. In circumstances where there is clear public health advice from HSE Public Health that a school should close, schools will be supported to:  Make best use of guidance materials which were already provided to all schools during the period of school closures and will be further updated to reflect learning during the emergency period,  Alert parents/guardians to where pupils/students are at in terms of their learning, 46 —— Roadmap for Full Return to Schools —— 47  Develop daily contact lesson activities to be carried out at home for primary pupils  Develop subject specific lessons at post primary level to be carried out at home by students,  Contact parents regularly to offer support and feedback,  Have a system in place to engage with pupils/students daily; and where possible to make arrangements to support students who do not have access to digital technology,  Make best use of digital technologies to allow continued engagement with pupils/students and their learning. Roadmap for Full Return to Schools Ongoing Communication Arrangements The communications for school reopening focuses on ensuring that schools, school communities and all stakeholders have clear, relevant and timely information to support the reopening process and continued operation of schools. This section sets out the arrangements for - Continued Stakeholder Engagement; - Provision of Support Materials for Schools - Provision of Support Materials for students, parents and school communities; and - Direct access to the Department for Schools during the Re-opening process Continued Stakeholder Engagement Planning for school re-opening has been undertaken in collaboration with stakeholders. Detailed stakeholder engagement has been a critical factor in identifying the complex challenges that will arise for schools and school leaders across a number of areas, including logistical challenges in meeting cleaning and physical distancing requirements, curriculum and assessment matters, and the wellbeing and welfare of the school community on reopening. The process has included both meetings of the stakeholders together, and individual bilateral meetings with the department with specific groups on pertinent issues. The Department would like to acknowledge the constructive and collaborative approach taken by the education partners and wider stakeholders, including other Government Departments and Agencies. Stakeholders are fully engaged with the Department to develop the shape and design of solutions that are both workable and supported by sufficient and appropriately targeted resources. A shared goal of all stakeholders is to provide certainty wherever possible, to communicate fully and in a timely fashion, and to have the wellbeing of the school community in mind in all communications. The Department will continue to engage closely and intensively with education partners and other key stakeholders on the refinement of remaining elements of guidance related to the reopening and operation of schools, and the implementation of the measures set out in this Roadmap. —— 48 Roadmap for Full Return to Schools Provision of Support materials for schools The Department is preparing and will disseminate a series of materials for schools to use in planning for reopening and in communicating with their communities in advance of schools reopening. These will include:  Induction training programmes for school staff produced by the Department – webinars on health and safety, returning to work safely, managing school return and wellbeing.  Tailored training is in development for different categories of school staff: teachers, lead worker representatives, SNAs, cleaners etc.  Guidance and support information on curriculum matters;  Distribution to schools of printed posters with age-appropriate key health messages: hand washing, sneeze and cough etiquette etc. Provision to schools of digital versions of these for additional supply to be sourced locally if required.  Distribution to schools of the materials for their school communities.  Guidance for schools and ideas on communicating effectively on school re- opening to their pupils and families. Materials to support students, parents and school communities in returning safely The Department is preparing and will disseminate a series of materials for schools to provide to their returning students and their families in advance of schools reopening. These will include: - Short guidance for parents at both primary and post-primary level for children’s return to school, emphasising public health and wellbeing information - Age-appropriate communications material for students on returning to school, emphasising public health and wellbeing information. - Schools will be provided with material for distribution, and distribution will also be augmented by the Department using digital channels. - All materials will be produced with an emphasis on wellbeing, accessibility and inclusion. Schools will be asked to disseminate school-specific information to their pupils’ families and provided with templates to do so. —— 49 Roadmap for Full Return to Schools Appropriate use will be made of media channels and gov.ie to ensure that the school- community and their families have been reached with the important information that they need in returning to school. Direct Communication Channels for Schools The Department will implement a number of specific communication initiatives to directly support schools in the reopening process including:  A dedicated webpage to enable the sharing of information and updates in an open and transparent manner; and  A dedicated team within the Department to detail with specific queries of schools in relation to the Roadmap, available supports etc. The dedicated team within the Department will provide a one-stop shop for queries of school management on all elements of the implementation of the Roadmap as it pertains to their school. —— 50 Roadmap for Full Return to Schools What will schools be like when they reopen? Schools will reopen for all students from the end of August. While everyone wants schools to operate as normally as possible from August this year, it is recognised by all that it will be a different environment to how schools operated in March of this year. Physical distancing, much less interaction between classes and class groups, staggered breaks and lunch times and a lot of flexibility within schools to maximise school spaces (including the use of PE Halls and GP Rooms as classrooms) will be a feature. Recognising that there will a broad range of responses when the school community go back to school, ranging from children and their parents being happy and relieved to get back to school to some children being fearful and nervous, there will be specific emphasis on the well-being of the school community and our students and pupils as schools navigate through the reopening process. Specific supports will be also be available for those children who struggle to come back to school, vulnerable groups and those children who may experience loss, grief and bereavement during the period of school closure. A significant cultural shift in the behaviours of students, their families and staff is expected with each playing their roles in keeping the virus out of their school by ensuring  those who have symptoms or suspect they have the virus stay out of school,  by maintaining best practice in terms of hand hygiene and respiratory etiquette in school, and  as well as by minimising social contacts and respecting physical distancing practices. As part of the school re-opening process, extensive communication by the school with the school community on the specific arrangements that will apply in the school is expected to support their cultural shift. Reopening our schools is not just a matter of achieving a certain minimum physical distancing. It is also about getting students re-engaged fully with learning, socialising with their peers, and for some preparing for examinations, for others transitioning to school life or a different level in terms of moving from primary to post-primary. Students will need the support of their families, teachers and school staff in readjusting to school life and physical learning environments again. —— 51 Roadmap for Full Return to Schools School communities will rise to this challenge, and the key themes of the Public Health Advice necessary to keep us all safe will permeate throughout the school community, with everyone: —— 52 Applying common sense, Adopting a balanced approach, Doing everything practical to avoid the introduction of COVID-19 into the school, Being Aware of o what we can all do to protect ourselves and each other, o how to recognise and report the symptoms of COVID-19, and o theneedtostayathomeifwefeelunwell,and Continuing to observe physical distancing, good hand hygiene and good respiratory etiquette. Roadmap for Full Return to Schools Abbreviations EPS Education Procurement Service HPSC Health Protection Surveillance Centre HSA Health & Safety Authority NCCA National Council for Curriculum and Assessment NEPS National Educational Psychological Service NTA National Transport Authority PPE Personal Protective Equipment SEC State Examinations Commission SEN Special Educational Needs —— 53
Letter re School reopening
Created : 28 Jul 2020, 10:37 AM
Archived : 28 Sep 2020, 12:00 AM
27th July 2020 Dear Parents/ Guardians Since I was appointed Minister for Education on 27 June, my first priority has been the full re-opening of schools. Today the Government approved a Roadmap for Reopening of Schools, and a funding package of €376 million to support this. I am confident that the supports and additional resources we have provided will enable our schools to open safely. An enormous amount of work has been done to prepare detailed guidance based on the interim public health advice for schools, which we received in late June. The plan has been developed by consulting with those who know best how schools run: representatives of students, parents, principals, teachers, SNAs, support staff and school management bodies, and. Their expertise has been crucial in putting this together and I am very grateful to all involved for their hard work over many weeks. I know that school communities have a big job ahead of them to prepare for the return to school. We have put in place some practical supports and a significant financial package to help. This includes funding to make physical changes that schools may need, funding to employ an aide to move furniture, help re-organise rooms and get things ready before schools reopen, and funding for substitution and replacement of teachers. We will also be providing funding for hand sanitiser and for personal protective equipment, where appropriate. Every school building and circumstance is different, and I’ve asked each school to communicate directly with parents and students about the changes that you can expect when term begins. Before the return to school, the Department will provide schools with some communications materials that are age-appropriate, to help you to support your child’s return to school. They will also be available on Gov.ie/backtoschool. I hope you will find these useful. I know that your children and you have experienced severe disruption as a result of Covid-19. Pupils, parents, teachers and schools have made enormous efforts to keep teaching and learning. But school is a special place, and some of the best parts of learning are being in a classroom with other children, and everyone has missed out on that. I know some children and young people may be nervous about returning, and we will all be working to support them to settle in, to feel safe and to be happy in their school work, when schools return. I hope you and your families have a lovely summer and get to enjoy some time together. Throughout this pandemic, we’ve all been in this together. This will be a time of change, and there will be new routines for the students and for us all to learn. We will Norma Foley An tAire Oideachas Minister for Education Sráid Maoilbhríde, Baile Átha Cliath 1, D01 RC96 Marlborough St, Dublin 1, D01 RC96 T +353 1 889 2335 | Minister@Education.gov.ie www.department.gov.ie learn this together, because we all have a role to play in keeping the whole school community safe. With every good wish ______________________________ Norma Foley TD Minister for Education ..... 2
Survey for Waterford Sports Partnership
Created : 24 Jul 2020, 12:31 PM
Archived : 24 Sep 2020, 12:00 AM
Waterford Sports Partnership have secured funding to develop a physical activity hub in Cappoquin, Lismore and Villierstown. As part of this, they would like to get YOUR opinion about what you think your area needs. Please complete this online survey if you can, it will only take 5 minutes. www.surveymonkey.com/r/N7ZZFMS
Update re Key LC Results and CAO dates
Created : 16 Jul 2020, 10:19 PM
Archived : 16 Sep 2020, 12:00 AM
Leaving Certificate results to be issued on 7 September, Department of Education confirms It comes weeks later than the traditional August results day for the Leaving Cert exams. 2 hours ago 11,198 31 THE DEPARTMENT OF Education has this evening confirmed that Leaving Certificate results will not be available until 7 September. In a statement, Education Minister Norma Foley said the results of the calculated grades system introduced at the height of the pandemic, will come weeks later than the traditional August results date. “The results will be issued on 7 September, so that they will operate seamlessly with the CAO system and UCAS in the UK,” she said. “All of this means that you have certainty that you will be able to use the grades to move on to the next phase of your life, either in work or further study, in the autumn.” ADVERTISEMENT The first round of CAO offers will be out on 11 September. The student portal for the Leaving Certificate Calculated Grades will open for students at 12pm on Monday, where all Leaving Certificate students will be able to confirm that they wish to receive their calculated grades results. Each Leaving Certificate student who has registered for calculated grades when the portal opened initially in May will receive a text message about the portal opening on Monday next. Over 61,000 Leaving Certificate students are eligible to receive Calculated Grades. “I know how important and exciting this moving-on phase of your life is to you, and I am determined to enable you to do that,” Foley said. “So, when you receive a text message next week, please respond and opt-in to receive your grades on the portal.” #OPEN JOURNALISM No news is bad news Support The Journal Your contributions will help us continue to deliver the stories that are important to you SUPPORT US NOW First round offers of places from the CAO system will issue later the same week, on Friday 11 September. “The arrangements for the issuing of results on 7 September means that students hoping to study in Irish colleges and universities will be able to start their courses a few weeks later. “It will also mean that Irish students, hoping to study in Northern Ireland and the rest of the UK, will meet all UCAS deadlines.”
Student Return Dates
Created : 31 Aug 2020, 2:50 PM
Archived : 14 Sep 2020, 1:00 AM
Student Return Dates Wednesday Sept 2nd 6th Yr. Induction Thursday Sept 3rd 5th Yr. Induction (6th yr. normal school day) Friday Sept 4th 3rd Yr. Induction (6th yr. normal school day) Monday Sept 7th 2nd Yr. Induction (6th & 3rd yr. normal school day) Tuesday Sept 8th 6th, 5th & 3rd yr. normal school day Wednesday Sept 9th 1st Yr. Induction ONLY * Please note Change Thursday Sept 10th TY Induction (All Years normal school day) Friday Sept 11th All Years follow timetabled classes